Item type | Location | Call number | Status | Date due | Barcode | Item holds |
---|---|---|---|---|---|---|
Book |
Lee Yan Fong Library
Library Collection
Lee Yan Fong Library |
PE1405 U6 S34 2012 (Browse shelf) | Available | 00002074 |
PE1405 U6 G55 2012 Writing program administration at small liberal arts colleges / | PE1405 U6 O78 2013 Writing program administration and the community college / | PE1405 U6 R49 2012 Rewriting success in rhetoric and composition careers / | PE1405 U6 S34 2012 Building writing center assessments that matter / | PE1408 A94 2013 The St. Martin's guide to writing / | PE1408 B4315 2013 A short guide to college writing / | PE1408 B8573 2014 How to write anything : |
Includes bibliographical references and index.
"No less than other divisions of the college or university, contemporary writing centers find themselves within a galaxy of competing questions and demands that relate to assessment--questions and demands that usually embed priorities from outside the purview of the writing center itself. Writing centers are used to certain kinds of assessment, both quantitative and qualitative, but are often unprepared to address larger institutional or societal issues. In Building Writing Center Assessments that Matter, Schendel and Macauley start from the kinds of assessment strengths already in place in writing centers, and they build a framework that can help writing centers satisfy local needs and put them in useful dialogue with the larger needs of their institutions, while staying rooted in writing assessment theory.The authors begin from the position that tutoring writers is already an assessment activity, and that good assessment practice (rooted in the work of Adler-Kassner, O'Neill, Moore, and Huot) already reflects the values of writing center theory and practice. They offer examples of assessments developed in local contexts, and of how assessment data built within those contexts can powerfully inform decisions and shape the futures of local writing centers. With additional contributions by Neal Lerner, Brian Huot and Nicole Caswell, and with a strong commitment to honoring on-site local needs, the volume does not advocate a one-size-fits-all answer. But, like the modeling often used in a writing consultation, examples here illustrate how important assessment principles have been applied in a range of local contexts. Ultimately, Building Writing Assessments that Matter describes a theory stance toward assessment for writing centers that honors the uniqueness of the writing center context, and examples of assessment in action that are concrete, manageable, portable, and adaptable"--
"The authors begin with the assessment strengths already in place in writing centers, and they build a framework that can help writing centers satisfy local demands, while remaining in useful dialogue with both assessment theory and the larger needs of their institutions"--