02978oam 22006974a 450 991021381710332120221101180953.09786613266941978128326694912832669469780874214703087421470X(CKB)111056486849434(EBL)287109(OCoLC)476039773(SSID)ssj0000092631(PQKBManifestationID)11121843(PQKBTitleCode)TC0000092631(PQKBWorkID)10023162(PQKB)10796876(MiAaPQ)EBC3442753(MiAaPQ)EBC287109(OCoLC)51952769(MdBmJHUP)muse16366(DE-B1597)716590(DE-B1597)9780874214703(Perlego)2031356(EXLCZ)9911105648684943420020703d2002 uy 0engur|n|---|||||txtccrRearticulating writing assessment for teaching and learningBrian HuotLogan :Utah State University Press,2002.©2002.1 online resource (229 p.)Description based upon print version of record.9780874214499 0874214491 Includes bibliographical references (p. [195]-212) and index.(Re) articulating writing assessment -- Writing assessment as a field of study -- Assessing, grading, testing and teaching writing -- Toward a new theory for writing assessment -- Reading like a teacher -- Writing assessment as technology and research -- Writing assessment practice.Brian Huot's aim for this book is both ambitious and provocative. He wants to reorient composition studies' view of writing assessment. To accomplish this, he not only has to inspire the field to perceive assessment--generally not the most appreciated area of study--as deeply significant to theory and pedagogy, he also has to counter some common misconceptions about the history of assessment in writing. In (Re)Articulating Writing Assessment, Huot advocates a new understanding, a more optimistic and productive one than we have seen in composition for a very long time. AsCollege proseEvaluationReport writingEvaluationGrading and marking (Students)English languageRhetoricStudy and teachingCollege proseEvaluation.Report writingEvaluation.Grading and marking (Students)English languageRhetoricStudy and teaching.808/.042/071808.042071Huot Brian A1024786MdBmJHUPMdBmJHUPBOOK9910213817103321Rearticulating Writing Assessment for Teaching and Learning2435863UNINA