“Looking Back as We Look Forward: Historicizing Writing Assessment.” College Composition and Communication 50 (Feb. 1999): 483-504.
(Still) Historicizing Asssessment: An Update of Looking Back as We Look Forward and Historicizing Assessment:Postings on the Last Decade In Ritter, ed., Defining Composition Studies: Research, Scholarship, and Inquiry for the Twenty-First Century.
“Writing Assessment and Its Reward Function: An Historical Review and a New Agenda” in Inoue and Poe, eds., Racism and Writing Assessment.
“In the Service of Student Learning: Literacy, Assessment, and the Contributions of NCTE.” In Erika Lindemann, ed., Reading the Past, Writing the Future: A Century of American Literacy Education and the National Council of Teachers of English
to make has to do with the difference between what’s credible and what’s plausible. Typically, we don’t attend to plausbility, and what students often do is look for what’s plausible, which for them counts as credible.
practice/thinking. Here, on other blogs, and in several presentations, I’ve focused on new composing processes and practices, focusing on the interplay between different material practices–from post-it’s to track changes–that all play a part in composing. That’s a composing for the page and the screen.
researched, historically, and then at how we research now, divided into three areas: academic; mainstream; and alternative. Interestingly, a good deal of what has become mainstream and academic–the moral equivalent of the truth–began as alternative. The war in Irag is a case in point: even Dick Cheney was looking for WMD until he left the halls of power.
communication like charts and graphs, in other cases re-mixes and mashups that can be simultaneously wise and funny, that other times aspire to seriousness and permanence. Art communicates understanding, so it’s another kind of composing that we teach. That’s an area that I hope to focus on in other presentations this year, one in September at Georgia Southern.
