Abstract

Acknowledging students’ and instructors’ desires for grades as affective carriers of achievement, belonging, and identity can move us beyond ideals of socially just assessment, making space for decolonizing action and explorations of how the classroom community and the field grapple with the dissonance between being a writer and being a student.

Journal
College Composition and Communication
Published
2018-09-01
DOI
10.58680/ccc201829783
Open Access
Closed
Topics

Citation Context

Cited by in this index (8)

  1. College Composition and Communication
  2. Teaching English in the Two-Year College
  3. Pedagogy
  4. Pedagogy
  5. Pedagogy
Show all 8 →
  1. Pedagogy
  2. Pedagogy
  3. College Composition and Communication

Cites in this index (1)

  1. College Composition and Communication
Also cites 16 works outside this index ↓
  1. “Problems of the Grading Differential.”
    Journal of Business Communication  
  2. “Developing Motivation to Write.”
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  3. “Varying Evaluative Criteria: A Factor in Differential Grading.”
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  4. “Ranking, Evaluating, and Liking: Sorting Out Three Forms of Judgment.”
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  5. “From High School to College: Student Perspectives on Literacy Practices.”
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  6. “The Complexities of Responding to Student Writing; or, Looking for Shortcuts via the Roa…
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  7. Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Ju…
  8. “The Autonomy of Affect.”
    Cultural Critique  
  9. “Self-Efficacy and Writing: A Different View of Self-Evaluation.”
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  10. “Gender Differences in Writing Self-Beliefs of Elementary School Students.”
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  11. “The Predictive and Mediational Role of the Writing Self-Efficacy Beliefs of Upper Elemen…
    Journal of Educational Research  
  12. “Institutional Critique: A Rhetorical Methodology for Change.”
    College Composition and Communication  
  13. Assessing Students: How Shall We Know Them?
  14. When Students Have Power: Negotiating Authority in a Critical Pedagogy
  15. “The Genre of the End Comment: Conventions in Student Responses to Student Writing.”
    College Composition and Communication  
  16. “Reliability of the Grading of High-School Work in English.”
    The School Review  
CrossRef global citation count: 22 View in citation network →