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

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
Open Access: Closed
Topics: first-year composition writing program administration assessment quantitative research multilingual writers

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