Assessing and Improving Student Writing in College : A Guide for Institutions, General Education, Departments, and Classrooms.

Intro -- Assessing and Improving Student Writing in College: A Guide for Institutions, General Education, Departments, and Classrooms -- Copyright -- Contents -- Preface -- Acknowledgments -- About the Author -- Chapter 1: For Everyone -- What Do We Mean by "writing"? -- WAC and WID -- Why Work on Writing? -- What Is "Good" Writing? -- Grammar and Punctuation -- How Do Students Learn to Write? -- How Do Students Learn to Transfer Writing Skills? -- What about Speakers of Other Languages? -- How to Improve Student Writing -- The Bottom Line -- How to Assess Writing -- Definition of "Assessment" -- Purposes for Assessment -- Methods of Gathering Information about Student Writing -- Approaches to Assessment -- Portfolios -- Rubrics -- Using Assessment Data to "Close the Loop" -- Reporting to Accreditors -- Chapter Summary -- Chapter 2: For Institution-Wide and General-Education Leaders -- Study Successful Programs -- Create a Sense of Urgency -- Use the Data Strategically -- Consider "Value-Added" Assessment -- Purposes of Value-Added Data -- Understand Your Students and Programs -- Assess Student Writing -- Pathway 3: Using a Common Rubric for Institution-Wide Samples of Student Work -- Pathway 1: Faculty Groups Discuss Their Own Student Work -- Pathway 2: Individual Faculty Report Rubric Scores -- Portfolios -- Pathway 4: Standardized Tests -- Institute Structures for Assessment and Action -- Faculty Development -- Writing-Intensive Courses -- Departmental Responsibility -- Staff to Help in Discipline-Based Courses -- Linked Courses -- Required Demonstration of Writing Skills -- High Quality in First-Year Composition Courses -- Support for Students, Including a Writing Center, ESOL Program, and Tutoring -- Provide Leadership -- Assess your WAC Programs -- Report Your Assessment and Actions -- Chapter Summary.

Chapter 3: For Departments and Programs -- Establish Learning Goals for Writing -- Goals for Grammar, Punctuation, and Sentence Clarity -- Goals for Writing Processes -- Goals for General Education Courses -- Goals for Graduate Programs -- Gather Information about Student Writing -- Gather Information about your Program -- Take Action -- What If Some Faculty Resist? -- Report Your Actions and Results -- Pitfalls in Reporting Assessment Actions and Results -- Chapter Summary -- Chapter 4: For Classroom Instructors -- Observe Your Class -- Improve Student Writing on One of Your Assignments -- Analyze the Problems with Students' Writing -- Guide the Learning and Writing Process -- Add More Writing without More Paper Load -- How to Find Time for Writing -- The Hamlet Case -- Make Grading and Responding Time-Efficient and Effective -- Paper Grading Case -- Address Grammar, Punctuation, and ESOL -- Help Students Understand Basic Facts about Language -- Plan a Course with Significant Writing -- Chapter Summary -- Appendix A: A Taxonomy of WAC/WID Programs -- Appendix B: Outline for Faculty Workshops -- Appendix C: Student Survey on Teaching Methods -- Section A: Tools and Techniques -- 1. Project Outline -- 2. Initial Intensive Guidance -- 3. Work Allocation Sheet (Information-Gathering State) -- 4. Internalization of the Project Outline -- 5. Written Progress Report -- 6. Assistance from Peer Group -- 7. First Draft of the Project -- 8. Oral Presentation -- 9. Personal Journal -- Section B: Open-Ended Suggestions -- Section C: Other Information -- Appendix D: Student Self-Check Cover Sheet -- References -- Index -- Advertisement -- End User License Agreement.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.