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Author: Shelley S. Peterson
Publisher: Portage & Main Press
ISBN: 1553791770
Category : English language
Languages : en
Pages : 194
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Book Description
As the amount of curriculum in today's classrooms expands and teaching time seems to shrink, teachers are looking for ways to integrate content area and writing instruction. In this revised and expanded edition of Writing Across the Curriculum, Shelley Peterson shows teachers how to weave writing and content area instruction together in their classrooms. The author provides practical and helpful ideas for classroom teachers and content-area specialists to easily incorporate writer's workshop while teaching in their subject area. New features in this second edition include: - internet websites that can be used to teach writing (e.g., wiki's, weblogs, and digital storytelling) - examples from grades 4-8 classrooms that show how science, social studies, health, and mathematics teachers can also be teachers of poetry, narrative, and non-narrative writing - new assessment scoring guides - information on working with struggling writers and supporting English Language Learners - graphic organizers, templates, and mini-lessons that engage students in learning
Author: Shelley S. Peterson
Publisher: Portage & Main Press
ISBN: 1553791770
Category : English language
Languages : en
Pages : 194
Get Book
Book Description
As the amount of curriculum in today's classrooms expands and teaching time seems to shrink, teachers are looking for ways to integrate content area and writing instruction. In this revised and expanded edition of Writing Across the Curriculum, Shelley Peterson shows teachers how to weave writing and content area instruction together in their classrooms. The author provides practical and helpful ideas for classroom teachers and content-area specialists to easily incorporate writer's workshop while teaching in their subject area. New features in this second edition include: - internet websites that can be used to teach writing (e.g., wiki's, weblogs, and digital storytelling) - examples from grades 4-8 classrooms that show how science, social studies, health, and mathematics teachers can also be teachers of poetry, narrative, and non-narrative writing - new assessment scoring guides - information on working with struggling writers and supporting English Language Learners - graphic organizers, templates, and mini-lessons that engage students in learning
Author: Charles R. Duke
Publisher:
ISBN:
Category : Academic writing
Languages : en
Pages : 292
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Book Description
Assessing Writing Across the Curriculum offers guidelines for effective assessment of student writing performance in various content areas such as English, science, mathematics and social studies at the junior or senior high school level. The book suggests a change in teaching methodology in order to make writing a key part of the instructional process. Written by teachers, it offers examples of applications and tools for assessment, concluding with a list of additional resources for further research. Assessing Writing Across the Curriculum addresses issues such as assignment design, communication of expectations, scoring rubric design, and student involvement in writing assessment. It emphasizes writing to learn versus writing to test. This change in emphasis allows the student to understand how writing can contribute to his or her thinking and learning about a subject. The book utilizes the knowledge editors Duke and Sanchez have accumulated in directing National Writing Project sites and in their extensive in-service work on writing assessment with teachers.
Author: Kathleen Blake Yancey
Publisher: Praeger
ISBN:
Category : Business & Economics
Languages : en
Pages : 276
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Book Description
Noting that the term "assessment" sounds formal and institutional and frequently generates fear and anxiety, this book presents 14 essays that demonstrate that assessment can help students, teachers, and administrators in writing across the curriculum (WAC) programs learn about what they are doing well and about how they might do better. The first set of essays in the book focus on informal, formative WAC assessments; the second set discuss more formal efforts to assess WAC; and a concluding essay provides a theoretical and historical look at WAC assessment. After a preface, "The WAC Archives Revisited" (Toby Fulwiler and Art Young), essays in the book are: (1) "Introduction--Assumptions about Assessing WAC Programs: Some Axioms, Some Observations, Some Context" (Kathleen Blake Yancey and Brian Huot); (2) "From Conduit to Customer: The Role of WAC Faculty in WAC Assessment" (Barbara Walvoord); (3) "Documenting Excellence in Teaching and Learning in WAC Programs" (Joyce Kinkead); (4) "Contextual Evaluation in WAC Programs: Theories, Issues, and Strategies for Teachers" (Cynthia L. Selfe); (5) "Beyond Accountability: Reading with Faculty as Partners across the Disciplines" (Brian Huot); (6) "How Portfolios for Proficiency Help Shape a WAC Program" (Christopher Thaiss and Terry Myers Zawicki); (7) "Listening as Assessment: How Students and Teachers Evaluate WAC" (Larry Beason and Laurel Darrow); (8) "Program Review, Program Renewal" (Charles Moran and Anne Herrington); (9) "The Crazy Quilt of Writing across the Curriculum: Achieving WAC Program Assessment" (Meg Morgan); (10) "Integrating WAC into General Education: An Assessment Case Study" (Martha A. Townsend); (11) "Adventures in the WAC Assessment Trade: Reconsidering the Link between Research and Consultation" (Raymond Smith and Christine Farris); (12) "Research and WAC Evaluation: An In-Progress Reflection" (Paul Prior, Gail E. Hawisher, Sibylle Gruber, and Nicole MacLaughlin); (13) "WAC Assessment and Internal Audiences: A Dialogue" (Richard Haswell and Susan McLeod); and (14) "Pragmatism, Positivism, and Program Evaluation" (Michael M. Williamson). (RS)
Author: Kathleen Blake Yancey
Publisher: Praeger
ISBN:
Category : Business & Economics
Languages : en
Pages : 280
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Book Description
Noting that the term "assessment" sounds formal and institutional and frequently generates fear and anxiety, this book presents 14 essays that demonstrate that assessment can help students, teachers, and administrators in writing across the curriculum (WAC) programs learn about what they are doing well and about how they might do better. The first set of essays in the book focus on informal, formative WAC assessments; the second set discuss more formal efforts to assess WAC; and a concluding essay provides a theoretical and historical look at WAC assessment. After a preface, "The WAC Archives Revisited" (Toby Fulwiler and Art Young), essays in the book are: (1) "Introduction--Assumptions about Assessing WAC Programs: Some Axioms, Some Observations, Some Context" (Kathleen Blake Yancey and Brian Huot); (2) "From Conduit to Customer: The Role of WAC Faculty in WAC Assessment" (Barbara Walvoord); (3) "Documenting Excellence in Teaching and Learning in WAC Programs" (Joyce Kinkead); (4) "Contextual Evaluation in WAC Programs: Theories, Issues, and Strategies for Teachers" (Cynthia L. Selfe); (5) "Beyond Accountability: Reading with Faculty as Partners across the Disciplines" (Brian Huot); (6) "How Portfolios for Proficiency Help Shape a WAC Program" (Christopher Thaiss and Terry Myers Zawicki); (7) "Listening as Assessment: How Students and Teachers Evaluate WAC" (Larry Beason and Laurel Darrow); (8) "Program Review, Program Renewal" (Charles Moran and Anne Herrington); (9) "The Crazy Quilt of Writing across the Curriculum: Achieving WAC Program Assessment" (Meg Morgan); (10) "Integrating WAC into General Education: An Assessment Case Study" (Martha A. Townsend); (11) "Adventures in the WAC Assessment Trade: Reconsidering the Link between Research and Consultation" (Raymond Smith and Christine Farris); (12) "Research and WAC Evaluation: An In-Progress Reflection" (Paul Prior, Gail E. Hawisher, Sibylle Gruber, and Nicole MacLaughlin); (13) "WAC Assessment and Internal Audiences: A Dialogue" (Richard Haswell and Susan McLeod); and (14) "Pragmatism, Positivism, and Program Evaluation" (Michael M. Williamson). (RS)
Author: Brian Huot
Publisher:
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 236
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Book Description
"Brian Huot's well-reasoned, provocative discourse on primary conceptions in the field will be of significant value to scholars in writing and writing assessment, to writing program adminstrators, to readers in educational assessment, and to graduate students in rhetoric and composition."--BOOK JACKET.
Author: Charles Bazerman
Publisher: Parlor Press LLC
ISBN: 9781932559422
Category : Education
Languages : en
Pages : 192
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Book Description
This reference guide traces the "Writing Across the Curriculum" movement from its origins in British secondary education through its flourishing in American higher education and extension to American primary and secondary education.
Author: Asao B. Inoue
Publisher: Parlor Press LLC
ISBN: 1602357757
Category : Language Arts & Disciplines
Languages : en
Pages : 347
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Book Description
In Antiracist Writing Assessment Ecologies, Asao B. Inoue theorizes classroom writing assessment as a complex system that is “more than” its interconnected elements. To explain how and why antiracist work in the writing classroom is vital to literacy learning, Inoue incorporates ideas about the white racial habitus that informs dominant discourses in the academy and other contexts.
Author: Bryna Siegel Finer
Publisher: University Press of Colorado
ISBN: 1607326272
Category : Language Arts & Disciplines
Languages : en
Pages : 489
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Book Description
Writing Program Architecture offers an unprecedented abundance of information concerning the significant material, logistical, and rhetorical features of writing programs. Presenting the realities of thirty diverse and award-winning programs, contributors to the volume describe reporting lines, funding sources, jurisdictions, curricula, and other critical programmatic matters and provide insight into their program histories, politics, and philosophies. Each chapter opens with a program snapshot that includes summary demographic and historical information and then addresses the profile of the WPA, program conception, population served, funding, assessment, technology, curriculum, and more. The architecture of the book itself makes comparison across programs and contexts easy, not only among the programs described in each chapter but also between the program in any given chapter and the reader’s own program. An online web companion to the book includes access to the primary documents that have been of major importance to the development or sustainability of the program, described in a “Primary Document” section of each chapter. The metaphor of architecture allows us to imagine the constituent parts of a writing program as its foundation, beams, posts, scaffolding—the institutional structures that, alongside its people, anchor a program to the ground and keep it standing. The most extensive resource on program structure available to the field, Writing Program Architecture illuminates structural choices made by leaders of exemplary programs around the United States and provides an authoritative source of standard practice that a WPA might use to articulate programmatic choices to higher administration. Contributors: Susan Naomi Bernstein, Remica Bingham-Risher, Brent Chappelow, Malkiel Choseed, Angela Clark-Oates, Patrick Clauss, Emily W. Cosgrove, Thomas Deans, Bridget Draxler, Leigh Ann Dunning, Greg A. Giberson, Maggie Griffin Taylor, Paula Harrington, Sandra Jamieson, Marshall Kitchens, Michael Knievel, Amy Lannin, Christopher LeCluyse, Sarah Liggett, Deborah Marrott, Mark McBeth, Tim McCormack, John McCormick, Heather McGrew, Heather McKay, Heidi A. McKee, Julianne Newmark, Lori Ostergaard, Joannah Portman-Daley, Jacqueline Preston, James P. Purdy, Ben Rafoth, Dara Regaignon, Nedra Reynolds, Shirley Rose, Bonnie Selting, Stacey Sheriff, Steve Simpson, Patricia Sullivan, Kathleen Tonry, Sanford Tweedie, Meg Van Baalen-Wood, Shevaun Watson, Christy I. Wenger, Lisa Wilkinson, Candace Zepeda
Author: IRA/NCTE Joint Task Force on Assessment
Publisher: International Reading Assoc.
ISBN: 0872077764
Category : Education
Languages : en
Pages : 60
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Book Description
With this updated document, IRA and NCTE reaffirm their position that the primary purpose of assessment must be to improve teaching and learning for all students. Eleven core standards are presented and explained, and a helpful glossary makes this document suitable not only for educators but for parents, policymakers, school board members, and other stakeholders. Case studies of large-scale national tests and smaller scale classroom assessments (particularly in the context of RTI, or Response to Intervention) are used to highlight how assessments in use today do or do not meet the standards.
Author: Mya Poe
Publisher: CSU Open Press
ISBN: 9781607328643
Category : Academic writing
Languages : en
Pages : 0
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Book Description
The first principled examination of social justice and the advancement of opportunity as the aim and consequence of writing assessment.
