Green Squiggly Lines:
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?
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
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)
green squiggly lines
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
The "More Important" Aspects