Abstract
ost writing assessment at the college level is geared toward “homegrown” or “traditional” students: the ones who start their first year of college education at the same institution from which they later graduate. Assessment at Alexander’s institution was mostly effective for those same students but was less successful for some transfer students, as shown in assessment data. Instead of trying to force those students to learn the “norm” standards, the author, as WPA, began conversations with faculty at the community colleges where these students begin their college careers to determine how to honor the many different writing knowledges that these students bring to the classroom. Looked at through a lens of queer theory, this is the path to “queering” writing assessment.