Abstract
In an effort to rethink the evaluation of student writing with the ultimate goal of convincing novice writers that rewriting predicates as well as presupposes the act of writing, I describe a point-accrual grading system where students accumulate points with redrafted submissions during a semester. This approach to evaluation offers students more autonomy in controlling their “earned” grade as well as incentivizes their investments in the revision process. In contrast to the normative percentages approach to grading, this point-accrual system not only gives students a less ambivalent form of grading but also moves them past surface-level revision and into rhetorical restructuring.
- Journal
- Journal of Response to Writing
- Published
- 2015-01-01
- CompPile
- Open Access
- OA PDF Gold
- Topics
- Export
- BibTeX RIS
Citation Context
Citation data not yet available for this article.
Citation data is not available for Journal of Response to Writing. This journal's publisher does not deposit reference lists with CrossRef.
Related Articles
-
Pedagogy Oct 2024rhetorical criticism first-year composition writing pedagogy basic writing writing across the curriculum graduate education two-year college service learning teacher development revision argument collaborative writing assessment writing program administration multimodality multilingual writers literacy studies race and writing disability studies community literacy editorial matter
-
Writing Center Journal 2024Using Content Analysis and Text Mining to Examine the Effects of Asynchronous Online Tutoring on Revision ↗Susan Lang, Clinton Morrison Jr,; Kathleen Brawley
-
Journal of Response to Writing Jan 2017Rodway, Claire Louise
-
Philosophy & Rhetoric Dec 2012Dave Tell
-
Rhetorica Jun 2002Un rhéteur méconnu: Démétrios (Ps.-Démétrios de Phalère). Essai sur les mutations de la théorie du style à l’époque hellénistique par Pierre Chiron ↗Lucia Calboli Montefusco