Grading is one of the thorniest issues writing teachers must deal
with, yet, surprisingly little has been written on this topic. As
writing teachers move increasingly toward practices that focus on
writing as a process, they face a growing need to reconsider their
systems of grading to determine whether or not these systems
support their pedagogies. The authors interrogate the grading of
individual papers as well as portfolios and the assigning of
end-of-term grades. This collection explores the issues and
problems that have emerged as conventional grading practices have
lagged behind and been challenged by new theories of language.
While the book will be of interest to theorists, Zak and Weaver
have also made the book relevant and useful to teachers whose
primary interest is the practical consequences of theory in their
classrooms. Where theoretical discussion takes place, the language
is clear and accessible. Many of the authors write directly from
personal experience, telling stories of the classroom or writing of
new techniques and approaches they have tried. They speak with the
voices of teachers, and the tone and content of their words convey
a sense of the immediacy of the topic.
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