Rearticulating Writing Assessment for Teaching and Learning

Huot, Brian

doi:10.2307/j.ctt46nx5z

Cited by 65 publications

(16 citation statements)

References 101 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It also tends to focus on late secondary and early undergraduate rather than upper-level writing. Composition research, for example, has examined the relationship between assessment prompts and students’ overall writing scores (Huot, 1990), and how the relationship between tasks and scores relates to assessment validity (Huot, 2003; Yancey, 1999). Applied linguistics assessment research has focused on the relationship between student performance and writing task type or content, for instance, how English language learners respond to independent versus integrated tasks (Cumming et al, 2005), or to unfamiliar versus more familiar topics (Tedick, 1990).…”

Section: Review Of Related Literaturementioning

confidence: 99%

Linguistic Markers of Stance and Genre in Upper-Level Student Writing

Aull

2019

Written Communication

View full text Add to dashboard Cite

Stance is a growing focus of academic writing research and an important aspect of writing development in higher education. Research on student writing to date has explored stance across different levels, language backgrounds, and disciplines, but has rarely focused on stance features across genres. This article explores stance marker use between two important genre families in higher education-persuasive argumentative writing and analytic explanatory writing-based on corpus linguistic analysis of late undergraduate and early graduate-level writing in the Michigan Corpus of Upper-Level Student Papers (MICUSP). The specific stance markers in the study, both epistemic and textual cues, have been shown to distinguish student writing across levels; this study, then, extends the analysis to consider the comparative use of these markers across genres. The findings show two stance expectations persistent across genres as well as significant distinctions between argumentative and explanatory writing vis-à-vis stance markers that intensify and contrast. The findings thus point to important considerations for instruction, assignment design, and future research.

show abstract

Section: Review Of Related Literaturementioning

confidence: 99%

Linguistic Markers of Stance and Genre in Upper-Level Student Writing

Aull

2019

Written Communication

View full text Add to dashboard Cite

show abstract

“…These findings indicate that many students do not read their own texts closely as part of the revision process (cf. Phelbs, 2000;Huot, 2002). Such practices may also be related to the teachers' lack of experience with operationalising formative assessment (Matre & Solheim, 2015).…”

Section: From Acts Of Response To Re-visionmentioning

confidence: 99%

“…It focuses on teachers' written feedback to students' texts, an assessment practice that traditionally constitutes a central part of writing education. 1 Such feedback, however, has often focused on product over process and on fault finding rather than meaning making (Huot, 2002). Several researchers call for a renewed focus on the dynamics of the teachers' reading and responding to students' texts, and on the continuous dialogue between teacher and student (Hawe & Dixon, 2013;Hyland, 2010;Parr & Timperley, 2010;Wardle & Roozen, 2012).…”

Section: Introductionmentioning

confidence: 99%

Acts of responding. Teachers’ written comments and students’ text revisions

Otnes

Solheim

2019

Assessment in Education: Principles, Policy & Practice

View full text Add to dashboard Cite

This article addresses written feedback to students' drafts and provides insight into teachers' formative assessment practices. Data are taken from a large cross-disciplinary project on writing and assessment in Norway and comprises a sample of 7 th graders' writing processes from 11 schools. Teachers' comments are categorised according to different acts of responding, drawing on theories of language acts. The study also focuses what teachers comment on, and selected examples from students' revisions illustrate how teachers' comments are handled. Findings show that a majority of the teacher comments are directive acts, pointing to specific textual aspects-and quite seldom in a dialogic way. The directives constitute a continuum illustrating different degrees of teacher control. Constatives are frequent, but do not necessarily contain facilitating explanations. The timing of the response stands out as a critical factor. The discussion underlines a need for writing instruction that invites students to revisions and involves teachers and students in active dialogues on text.

show abstract

“…Royer and Gilles (2003) argued that DSP promotes democracy in students' educations that results in "agency, choice, and self-determination" (p. 61), positive motivators in helping students become invested in their own learning. Similarly, DSP may support writing programs to better meet the local needs of a particular population and institution (Gere, Aull, Escudero, Lancaster, & Vander Lei, 2013;Huot, 2003). This would suggest that, when investigating the practicality or appropriateness of DSP as a placement option, institutions should consider their unique characteristics to develop an appropriate DSP approach for their own context (Sinha, 2014).…”

Section: Directed Self-placementmentioning

confidence: 99%