Coming to terms theorizing writing assessment in composition studies
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, wh...
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| Format: | eBook |
| Language: | English |
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Logan, Utah
Utah State University Press
©2004©2004, 2004
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| Collection: | JSTOR Open Access Books - Collection details see MPG.ReNa |
Table of Contents:
- Includes bibliographical references (pages 181-189) and index
- 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