Abstract
In this article I discuss some of the issues that scholars are and aren’t writing about in relation to the recent resurgence in contract grading, and reflect on my own experience using contract grading in composition and other classes. I come to the topic as a scholar and university teacher in rhetoric and composition, though my discussion certainly is relevant to teachers in many disciplines and institution types. My aim is to offer an analysis of the benefits and drawback of the “new” contract grading, with special attention to what I call the “more is better” mantra that informs many current iterations of contract grading.
- Journal
- Journal of Response to Writing
- Published
- 2025-04-03
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- Open Access
- OA PDF Gold
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