Abstract

Decisions about writing assessment are rooted in racial and linguistic identity; the consequences for many writing assessment decisions are often reflective of the judgments made about who does and does not deserve opportunities for success, opportunities historically denied to students of color and linguistically diverse writers. Put simply, assessment creates or denies opportunity structures. Because writing assessment is also racially and linguistically affected by the identities of those performing assessment, the role of writing program administrator (WPA) becomes a social justice role that challenges racial and linguistic biases and interrogates institutional structures, so that all students have the same opportunities for success.

Journal
College English
Published
2016-11-01
DOI
10.58680/ce201628815
Open Access
Closed
Topics

Citation Context

Cited by in this index (5)

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

Cites in this index (0)

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