Reframing Writing Assessment to Improve Teaching and Learning

By Linda Adler-Kassner; Peggy O’Neill | Go to book overview

ABOUT THE AUTHORS

Since getting to know each other through work with the WPA Network for Media Action, Linda Adler-Kassner and Peggy O’Neill have collaborated on issues related to writing assessment, public policy, and writing instruction.

LINDA ADLER-KASSNER is professor of writing and director of the writing program at University of California, Santa Barbara, where she teaches undergraduate and graduate writing courses. Through 2011, she is also the President of the Council of Writing Program Administrators and served an additional five years on the Executive Board of that organization, including working as founding coordinator of the WPA Network for Media Action. Most recently, her research has focused both on analyzing the implications of public policy for writing instruction, and on developing strategies for writing instructors and program directors to affect policy. She is also author of The Activist WPA: Changing Stories about Writers and Writing (Utah State University Press 2008), and co-author or co-editor of six additional books. She also has published many articles and book chapters in journals such as College Composition and Communication, WPA Journal, and Journal of Basic Writing.

PEGGY O’NEILL, associate professor, directs the composition program and teaches writing and rhetoric courses in the department of writing at Loyola University, Maryland. Her scholarship focuses primarily on writing assessment and pedagogy. Her work appears in academic journals, such as the Journal of Writing Assessment and College Composition and Communication, as well as in several edited scholarly collections. Her most recent book is A Guide to College Writing Assessment (Utah State University Press 2009), which she co-authored with Cindy Moore and Brian Huot. O’Neill has also edited or co-edited four books: Assessing Writing: A Critical Sourcebook (Bedford St. Martin’s / NCTE 2009); Blurring Boundaries: Developing Writers, Researchers and Teachers (Hampton Press 2007); A Field of Dreams: Independent Writing Programs and the Future of Composition Studies (Utah State University Press 2002); and Practice in Context: Situating the Work of Writing Teachers (NCTE 2002).

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Reframing Writing Assessment to Improve Teaching and Learning
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Acknowledgments vii
  • 1 - Higher Education, Framing, and Writing Assessment 1
  • 2 - Framing (and) American Education 13
  • 3 - The Framing of Composition and Writing Assessment 40
  • 4 - Reframing Strategies and Techniques 81
  • 5 - Reframing in Action 110
  • 6 - Reframing Assessment 145
  • 7 - Reimagining Writing Assessment 179
  • References 192
  • Index 205
  • About the Authors 208
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