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Coming to terms : theorizing writing assessment in composition studies / Patricia Lynne.
- Format:
- Book
- Author/Creator:
- Lynne, Patricia, 1964-
- Language:
- English
- Subjects (All):
- English language--Composition and exercises--Evaluation.
- English language.
- English language--Composition and exercises--Study and teaching (Secondary).
- English language--Rhetoric--Evaluation.
- Constructivism (Education).
- Physical Description:
- 1 online resource (201 p.)
- Edition:
- 1st ed.
- Place of Publication:
- Logan, Utah : Utah State University Press, c2004.
- Logan Utah State University Press, [2004]
- Language Note:
- English
- Summary:
- In a provocative book-length essay, Patricia Lynne argues that most programmatic assessment of student writing in U.S. public and higher education is conceived in the terms of mid-20th century positivism. Since composition as a field had found its most compatible home in constructivism, she asks, why do compositionists import a conceptual frame for assessment that is incompatible with composition theory? By casting this as a clash of paradigms, Lynne is able to highlight the ways in which each theory can and cannot influence the shape of assessment within composition. She lament
- Contents:
- Large-scale writing assessment practices and the influence of objectivity
- Contemporary literacy scholarship and the value of context
- Wrestling with positivism
- Theory under construction
- The politics of theorizing
- Theorizing writing assessment
- Theory in practice.
- Notes:
- Description based upon print version of record.
- Includes bibliographical references (p. [181]-189) and index.
- This eBook is made available Open Access under a Creative Commons Attribution (CC BY) license: https://creativecommons.org/licenses/by-nc-nd/4.0
- Description based on print version record.
- Description based on publisher supplied metadata and other sources.
- ISBN:
- 9786613267054
- 9781283267052
- 1283267055
- 9780874214826
- 0874214823
- OCLC:
- 476039820
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