Suggestions for Responding to the Dilemma of Grading Students' Writing

Discusses the four-week summer Memphis (Tennessee) Urban Writing Institute, during which a furor erupted over the dilemma of grading. Provide a number of approaches to grading students' writing, including minimalist grading, cassette grading, collaborative grading, and portfolio grading. Sugges...

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Bibliographic Details
Published inEnglish journal Vol. 86; no. 1; pp. 21 - 27
Main Authors Anderson, Rebecca S., Speck, Bruce W.
Format Journal Article
LanguageEnglish
Published Urbana, Ill., etc National Council of Teachers of English 01.01.1997
EditionHigh school edition
Subjects
Academic achievement
Alternative Assessment
Classroom Environment
Collaboration
College instruction
Cooperative Learning
Creative writing
Educational evaluation
Educational Facilities Improvement
Elementary Secondary Education
English Teachers
Evaluative Thinking
Feedback (Response)
Grading
Language Arts
Literary criticism
Middle Schools
Periodicals
Portfolio Assessment
Program Descriptions
Public School Teachers
Public Schools
Questionnaires
Secondary School Teachers
Social Studies
Student Evaluation
Summer Programs
Teacher Effectiveness
Teacher Improvement
Teachers
Teaching Experience
Technical writing
Thinking Skills
Urban Education
Workshops
Writing
Writing Assignments
Writing Evaluation
Writing Instruction
Writing process approach
Writing teachers
Writing tests
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Summary:Discusses the four-week summer Memphis (Tennessee) Urban Writing Institute, during which a furor erupted over the dilemma of grading. Provide a number of approaches to grading students' writing, including minimalist grading, cassette grading, collaborative grading, and portfolio grading. Suggests that teachers consider the grading dilemma and become agents for change. (RS)
Bibliography:Special Issue: Alternative Assessment.
ISSN:0013-8274
2161-8895
DOI:10.2307/820775