Abstract
It is a pleasant weekday morning, and you are on your way to your office in the writing center. But as you approach the main entrance of the center, you encounter crowds of students congregated in the hallway, all of them attempting to get in. There is a sense of nervous anxiety, even desperation in the air, and students are talking about what number they are. Somehow, you manage to push past the group, and as you enter the writing center, you encounter another crowd of students, equally distraught, clustered around the front desk, some begging and pleading, others looking grim. The phone is ringing off the hook, every available seat is taken, tutors' eyes are glazed, and the receptionist looks as if she is about to freak out. Between phone calls, she manages to mumble that this week the writing center has turned away over one hundred students a day. This is the scene which occurred in the writing center during the midpoint and final weeks of the Fall 1990 semester at the University of Southern California, when the Freshman Writing Program instituted a system of portfolio grading in place of a holistically scored departmental examination. It is a scene which called attention not only to the effect of portfolio grading on the writing center but also to several pedagogical and ethical issues associated with writing center assistance. Before I discuss these issues, however, I would like to establish that, despite the chaotic scene I described, our program is quite enthusiastic about portfolio evaluation, has
- Journal
- Writing Center Journal
- Published
- 1993
- DOI
- 10.7771/2832-9414.1281
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