College Composition and Communication Jun 2013

Local Assessment: Using Genre Analysis to Validate Directed Self-Placement

Anne Ruggles Gere English and Foreign Languages University ; Laura Aull Wake Forest University ; Moisés Damián Perales Escudero University of Quintana Roo ; Zak Lancaster Wake Forest University ; Elizabeth Vander Lei Calvin University

Abstract

Grounded in the principle that writing assessment should be locally developed and controlled, this article describes a study that contextualizes and validates the decisions that students make in the modified Directed Self-Placement (DSP) process used at the University of Michigan. The authors present results of a detailed text analysis of students’ DSP essays, showing key differences between the writing of students who self-selected into a mainstream first-year writing course and that of students who self selected into a preparatory course. Using both rhetorical move analysis and corpus-based text analysis, the examination provides information that can, in addition to validating student decisions, equip students with a rhetorically reflexive awareness of genre and offer an alternative to externally imposed writing assessment.

Journal
College Composition and Communication
Published
2013-06-01
DOI
10.58680/ccc201323661
CompPile
Open Access
Closed
Topics
rhetorical criticism genre theory discourse analysis first-year composition writing pedagogy assessment
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Citation Context

Cited by in this index (11)

  1. Chang (2023)
    A move analysis of Chinese L2 student essays from the sociocognitive perspectiv…
    Assessing Writing
  2. Black (2022)
    Variation in Linguistic Stance: A Person-Centered Analysis of Student Writing
    Written Communication
  3. Tinkle et al. (2022)
    (In)Equities in directed self-placement
    Assessing Writing
  4. Brewer et al. (2022)
    Naming What We Don’t Know: Graduate Instructors and Declarative Knowledge about…
    College Composition and Communication
  5. Gomes et al. (2020)
    Engaging expectations: Measuring helpfulness as an alternative to student evalu…
    Assessing Writing
Show all 11 →
  1. Aull et al. (2020)
    From Cow Paths to Conversation
    Pedagogy
  2. Moos et al. (2019)
    Directed self-placement as a tool to foreground student agency
    Assessing Writing
  3. Jin (2018)
    Rhetorical Differences in Research Article Discussion Sections of High- and Low…
    IEEE Transactions on Professional Communication
  4. Ferris et al. (2017)
    Placement of multilingual writers: Is there a role for student voices?
    Assessing Writing
  5. Aull et al. (2014)
    Linguistic Markers of Stance in Early and Advanced Academic Writing: A Corpus-b…
    Written Communication
  6. Toth et al. (2014)
    Directed self-placement questionnaire design: Practices, problems, possibilities
    Assessing Writing

References (0)

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