Coming to terms : theorizing writing assessment in composition studies / / Patricia Lynne

• Autore: Lynne Patricia <1964->
• Pubblicazione: Logan, Utah, : Utah State University Press, c2004
• Descrizione fisica: 1 online resource (201 p.)
• Disciplina: 808/.042/0712
• Soggetto topico: English language - Composition and exercises - Evaluation; English language - Composition and exercises - Study and teaching (Secondary); English language - Rhetoric - Evaluation; Constructivism (Education)
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references (p. [181]-189) and index.
• Nota di contenuto: 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.
• Sommario/riassunto: 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
• Titolo autorizzato: Coming To Terms
• ISBN: 1-283-26705-5; 9786613267054; 0-87421-482-3
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910213827003321
• Lo trovi qui: Univ. Federico II