EXERCISES | 1. | Remember when you were an elementary student. Who was your favorite teacher? Why? How did he or she grade your work? Who was your least favorite teacher? How did he or she grade your work? | | 2. | Write a brief "writing autobiography." Write about when you first started to write and how you developed through school as a writer. What were your feelings about yourself as a writer at different stages in your "writing life"? Were these feelings related to the grades you got in school? Why or why not? | | 3. | Plot yourself on the following "feelings about grading" continuum. Explain why you placed yourself where you did. | | | I think about quitting my job when I have to grade papers. | I have no feelings about grading -- I don't care one way or the other. | I look forward to grading. | References Anson Chris, ed. Writing and Response: Theory, Practice, and Research. Urbana, IL: National Council of Teachers of English, 1989. Cleary Linda Miller. From the Other Side of the Desk: Students Speak Out About Writing. Portsmouth, NH: Heinemann, 1991. Goodman Kenneth, Yetta Goodman and Wendy Hood, eds. The Whole Language Evaluation Book. Portsmouth, NH: Heinemann, 1989. Graves Donald. Writing: Teachers and Children at Work. Portsmouth, NH: Heinemann, 1983. Hairston Maxine. "Thomas Kuhn and the Winds of Change", College Composition and Communication, 33 ( 1982), pp. 76-88. Kirby Dan and Tom Liner. Inside Out: Developmental Strategies for Teaching Writing, 2nd ed. Portsmouth, NH: Heinemann, 1988. Lindemann Ericka. A Rhetoric for Writing Teachers, 2nd ed. New York: Oxford University Press, 1987. Schwartz Mimi, ed. Writer's Craft, Teacher's Art: Teaching What We Know. Portsmouth, NH: Heinemann, 1991. Smith Frank. Joining the Literacy Club. Portsmouth, NH: Heinemann, 1988. -7- |