By Stephen Tchudi
Comparing a student's growth as a author calls for amazing a fragile stability among the student's wishes and the school's wishes. This selection of essays deals numerous cutting edge concepts, concluding with principles for formulating plans of motion for introducing grading possible choices in study rooms, faculties, and districts.
A number of essays, assembled by way of the NCTE's Committee on possible choices to Grading pupil Writing.
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Each summary notion is encouraged through many computational, concrete examples and the ideas and tricks to the workouts are a very good aid in the event you are looking to use it for self-study. The discussions and factors are all on the correct point and speed and not get stale or slowed down in overly technical information.
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Writers at Work: The Paris Review Interviews. 4th ser. New York: Viking, 1977. 31 32 Marie Wilson Nelson Shaughnessy, Mina P. Errors and Expectations: A Guide for the Teacher of Basic Writing. New York: Oxford UP, 1977. Tchudi, Stephen, and Diana Mitchell. Explorations in the Teaching of English. 3rd ed. New York: HarperCollins, 1989. Vygotsky, L. S. Mind in Society: The Development ofHigher Psychological Processes. Ed. Michael Cole, Vera John-Steiner, Sylvia Scribner, and Ellen Souber man.
Krashen, Stephen D. Principles and Practice in Second Language Acquisition. New York: Pergamon, 1982. Mearns, Hughes. Creative Power: The Education of Youth in the Creative Arts. New York: Doubleday, 1929. - - - . Creative Youth: How a School Environment Set Free the Creative Spirit. New York: Doubleday, 1925. Murray, Donald. M. Learning by Teaching: Selected Articles on Writing and Teach ing. Upper Montclair: Boynton/Cook, 1982. - - - . A Writer Teaches Writing: A Practical Method of Teaching Composition.
But what can students learn from a B? They don't know what it is that they have done well or what it is that has kept them from getting an A. To be truthful, often the teacher doesn't really know either. I have wished on many occasions that I could just stick a grade on a paper that sums up my gut sense about it. But to expect my gut reaction to be accurately translated into usable information by the student is unrea sonable. Having to come up with a grade (and a rationale for one) puts the focus on the measurable aspects of writing-grammar, length, topic sentences-and often forces a teacher into an overly simplistic evaluation scheme.
Alternatives to Grading Student Writing by Stephen Tchudi