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Opening Sequence

Cover Page

What is a writing teacher's job?

Have the changes in composing environments corresponded with changes in the way writing teachers read, respond to, and evaluate student work?

Historical Contexts

Word Processors and the Composing Process circa 1982: Daiute, Bean and Collier.

Responding to Students circa 1982: Nancy Sommers's "Responding to Student Writing" and Lil Brannon and Cy Knoblauch's "On Students' Right to Their Own Texts: A Model of Teacher Response"

Micro- and Macro-Levels of Reading: Grammar Checkers and Portfolios

Hunter Berland's critique of "humanities professionals" who "still fear the order, rules and standardization that computers, and science more generally require" (p. 256).

Toward Authentic and Communication-Based Assessments: The Challenges of Berland and MSWord

Writing Without Fear circa 1982: Word Processing

Word Processing and the Writing Process: Zinsser, Daiute and Emig

Word Processing Act II: John C. Bean and Richard Collier

Word Processing Act III: Mimi Schwartz and the Dangers of "Smokescreen" Revision

Writing Assessment in Computer-Mediated Composition

Patrick J. Finn and Geoffrey Sirc: Questioning the Use of Computers as Readers in the 1970s and 1980s

Resisting the Computer as Reader: A "Tradition" in English Studies

Paradox of Authority: Teacher--Not Computer--as Grader

Qualifying the Teacher's Authority: Reading, Responding and Evaluating in Syncrhonous Chat and MOO Space

Geoffrey Sirc on ENFI

Eric Crump on MOOs

Giving Up "'Uneducated' Ways To Become Scholars Like Us"

Responding as We Want Them To: Marilyn Cooper and Cindy Selfe Question the Initiation Model

Negotiated Curriculum: Ira Shor and "Rhetoricizing" Authority

Remembering that Teachers Teach Differently

Electronic Portfolios: Macro-level Reading, Responding, and Evaluating

Toward An Interactive, Dynamic Learning and Evaluating Environment

Brian Huot's "Towards a New Theory of Assessment"

"Reflections in Reading and Evaluating Electronic Portfolios," Kristine L. Blair and Pamela Takayoshi

M.A. Syverson Online Learning Record: Beyond Portfolios

Descriptions, Objectivity, and Contexts

Joan Tornow: Balancing Scientific Positivism and Social Constructivism

Self Assessment, Reflection, and a Wider Audience

Introducing Portfolios (Kathleen Blake Yancey)

Writing Assessment and Reading Theory (Edward M. White)

Kalamazoo College Portfolio

Alverno College Diagnostic Digital Portfolio

Reading Beyond the Classroom: Distributing Student Writing to a Wider Audience

Microsoft Word: Computers as Readers

"all teachers' responses are somehow evaluative" (Richard Straub and Ronald F. Lunsford)

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For instance, A SAMPLE

Is there a "power relation" between students and their word processors?

Integrating Micro- and Macro-Levels of Response: The Place for Student Voices?

Formative and Summative Evaluation

word processing and student voice

computer-assisted writing assessment is always already ;-> in practice everywhere

Hybrid Discourses

The "More Important" Aspects