What Do We Do When We Do What We Do [microform] : And Should We? / W. U. McDonald
- Bib ID:
- 5255849
- Format:
- Book and Microform
- Author:
- McDonald, W. U
- Online Version:
- https://eric.ed.gov/?id=ED090565
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- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1974
- 9 p.
- Summary:
-
Recent theories that composition instruction should focus on the writing process rather than on the product have proven valid. A corollary, or a result, of this development has been the growing attacks on grades and grading. While evaluation provides effective instruction, grading is of limited relevance and may be misleading and harmful without modification. The first two grading steps, reading a paper and recording reactions, and identifying the inappropriate or incorrect (words, phrases) elements lead to the third step--summarizing the overall strengths and weaknesses of the paper. These steps may be the indirect basis for the final step--grading. But most importantly they furnish the writer with audience reaction and help to further his writing development. Grade symbols'alone' are inadequate for indicating quality of work and reflect only one instructor's opinion. A viable and preferable solution would be a written statement about the student's writing ability included with the assigned grade. (JM)
- Notes:
-
- ERIC Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (25th, Anaheim, California, April 4-6, 1974).
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Available From:
- ERIC
- Copyright:
-
In Copyright
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Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 1974
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