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Record Nr. |
UNISA996571868003316 |
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Autore |
Lynne Patricia <1964-> |
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Titolo |
Coming To Terms : A Theory of Writing Assessment / / Patricia Lynne |
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Pubbl/distr/stampa |
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Logan, Utah : , : Utah State University Press, , 2004 |
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©2004 |
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ISBN |
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1-283-26705-5 |
9786613267054 |
0-87421-482-3 |
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Descrizione fisica |
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1 online resource (201 p.) |
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Disciplina |
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Soggetti |
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Constructivism (Education) |
English language - Rhetoric - Evaluation |
English language - Composition and exercises - Study and teaching (Secondary) |
English language - Composition and exercises - Evaluation |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references (p. [181]-189) and index. |
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Nota di contenuto |
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Large-scale writing assessment practices and the influence of objectivity -- Contemporary literacy scholarship and the value of context -- Wrestling with positivism -- Theory under construction -- The politics of theorizing -- Theorizing writing assessment -- Theory in practice. |
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Sommario/riassunto |
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In a provocative book-length essay, Patricia Lynne argues that most programmatic assessment of student writing in U.S. public and higher education is conceived in the terms of mid-20th century positivism. Since composition as a field had found its most compatible home in constructivism, she asks, why do compositionists import a conceptual frame for assessment that is incompatible with composition theory? By casting this as a clash of paradigms, Lynne is able to highlight the ways in which each theory can and cannot influence the shape of assessment within composition. She lament |
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