Pedagogy Oct 2024

A Sociocognitive Grading Model for First-Year Writing Classes

Jessica Nastal

Abstract

Abstract This article offers a theory of action model for grading in first-year writing classes, as enacted at two public, suburban, Midwestern two-year colleges. First, it analyzes labor-based contract grading and specifications grading through this model, examining how these popular grading methods have manifested in unintended negative consequences for historically and multiply marginalized students. Then, it proposes a sociocognitive grading model designed to maximize course-level success rates for New Majority college students. The sociocognitive model was iteratively built on feminist standpoint theory, intersectional learning sciences, multilingual writing pedagogy, and disability studies. Thus far, student course-level success has improved, along with their learning in four domains of a robust writing construct: intrapersonal, interpersonal, cognitive, and health. While it does not prescribe specific patterns of response, this model nevertheless establishes an overall referential frame that holds the potential to incorporate empirically based best response practices.

Journal
Pedagogy
Published
2024-10-01
DOI
10.1215/15314200-11246335
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Open Access
Closed
Topics
first-year composition writing pedagogy two-year college multilingual writers gender and writing disability studies
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Citation Context

Cited by in this index (1)

  1. Nastal (2024)
    Ungrading in the Ethical Turn as an Assessment Killjoy
    Teaching English in the Two-Year College

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