Saturday, December 16, 2017

Grading and Response


Aerrin. “The Best Part about Grading Undergraduate Essays? Plagiarism!” Weblog entry. The Easily Amused Are Never Bored. 27 Feb. 2006.

Agnew, Eleanor. “Cross Purposes: Grade Deflation, Classroom Practices.” Grading in the Post-Process Classroom: From Theory to Practice. Ed. Libby Allison, Lisbeth Bryant, and Maureen Hourigan. Westport, CT: Heinemann Boynton/Cook, 1997. 36-50. Print.

Agnew, Eleanor. “Rigorous Grading Does not Raise Standards: It only Lowers Grades.” Assessing Writing 2.1 (1995): 91-103. Print.

Allison, Libby, Lisbeth Bryant, and Maureen Hourigan, eds. Grading in the Post-Process Classroom: From Theory to Practice. Westport, CT: Heinemann Boynton/Cook, 1997. Print.

Alvarez, Deborah. “Why Students Fail.” Journal of Teaching Writing 19.1-2 (2001): 76-95. Print.

Anson, Chris M. “Response and the Social Construction of Error.” Assessing Writing 7.1 (Feb. 2000): 5-21. Print.

Anson, Chris M., and Deanna P. Dannels. “Developing Rubrics for Instruction and Evaluation.” Strategies for Teaching First-Year Composition. Ed. Duane Roen, Veronica Pantoja, Lauren Yena, Susan K. Miller, and Eric Waggoner. Urbana, IL: NCTE, 2002. 387-400. Print.

Anson, Chris M. “Response to Writing and the Paradox of Uncertainty.” Writing and Response: Theory, Practice, and Research. Ed. Chris M. Anson. Urbana, IL: NCTE, 1989. 1-14. Print.

Anson, Chris M, ed. Writing and Response: Theory, Practice, and Research. Urbana, IL: NCTE, 1989. Print.

Anson, Chris M., et al. Scenarios for Teaching Writing: Contexts for Discussion and Reflective Practice. Urbana, IL: National Council of Teachers of English, 1993. Print.

Arnold, L.V. “Writer’s Cramp and Eyestrain: Are They Paying Off?” English Journal 53 (1964): 10-15. Print.

Bamberg, Betty. “Composition Instruction Does Make a Difference: A Comparison of the High School Preparation of College Freshmen in Regular and Remedial English Classes.” Research in the Teaching of English 12 (1978): 47-59. Print.

Banerjee, Payal, et al. Using Writing to Teach. Syracuse, NY: The Graduate School of Syracuse University, 2002. Print.

Barnes, Linda Laube. “Gender Bias in Teachers’ Written Comments.” Gender in the Classroom: Power and Pedagogy. Ed. Susan L. Gabriel and Isaiah Smithson. Urbana, ILL: U. of Illinois P, 1990. 140-59.  Print.

Bartlett, Thomas. “Report Examines Causes and Consequences of Grade Inflation and Uncritical Recommendations.” Chronicle of Higher Education (4 February 2002). Web. 19 February 2002.

Batt, Thomas A. “The Rhetoric of the End Comment.” Rhetoric Review 24.2 (2005): 207-23. Print.

Beach, Richard, and Tom Friedrich. “Response to Writing.” Handbook of Writing Research. Ed. Charles A. MacArthur, Steve Graham, and Jill Fitzgerald. New York: Gilford, 2006. Print.

Beaven, Mary H. “Individualized Goal Setting, Self-Evaluation, and Peer Evaluation.” Evaluating Writing. Ed. C. Cooper and L. Odell. Urbana, IL: National Council of Teachers of English, 1977. 135-53.  Print.

Belanoff, Pat. “What Is a Grade?” The Subject is Writing: Essays by Teachers and Students. Ed. Wendy Bishop. 2nd. ed. Portsmouth, NH: Boynton/Cook, 1999. 147-55.  Print.

Belcher, Diane D. “Peer vs. Teacher Response in the Advanced Composition Class.” Issues in Writing 2.2 (Spring/Summer 1990): 128-50.  Print.

_

Berzsenyi, Christyne A. “Comments to Comments: Teachers and Students in Written Dialogue about Critical Revision.” Composition Studies 29.2 (Fall 2001): 71-92.

Bishop, Wendy. “Qualitative Evaluation and the Conversational Writing Classroom.” Journal of Teaching Writing (Special issue, 1989): 267-87.

Bizzaro, Patrick. “The Concept of Control in Historical Perspective.” College Composition and Communication 48.2 (May 1997): 269-272.

Bizzaro, Patrick. “Evaluating Student Poetry Writing: A Primary-Trait Scoring Model.” Teaching English in the Two-Year College 17 (February 1990): 54-61.

Bleich, David. Know and Tell: A Writing Pedagogy of Disclosure, Genre, and Membership. Westport, CT: Boynton/Cook, 1998.

Bleich, David. “What Can Be Done about Grading?” Grading in the Post-Process Classroom: From Theory to Practice. Ed. Libby Allison, Lisbeth Bryant, and Maureen Hourigan. Westport, CT: Heinemann Boynton/Cook, 1997. 15-35.

Bloom, Lynn Z. “Why I (Used to) Hate to Give Grades.” College Composition and Communication 48.3 (October 1997): 360-371.

Blumenthal, Michael. “A Letter to My Students.” Chronicle of Higher Education 17 August 2001. .

Bombardieri, Marcella. “Princeton Plan Seeks to Ease Grade Inflation.” Boston Globe 8 April 2004. .

Bourdieu, Pierre. The State Nobility: Elite Schools in the Field of Power. 1989. Trans. Lauretta C. Clough. Stanford, CA: Stanford UP, 1996.

Braddock, Richard, Richard Lloyd-Jones, and Lowell Schoer. Research in Written Composition. Champaign, IL: National Council of Teachers of English, 1963.

Brannon, Lil, and C.H. Knoblauch. “On Students’ Rights to Their Own Texts: A Model of Teacher Response.” College Composition and Communication 33 (1982): 157-66.

Brighouse, Harry. “Is Grade Inflation Real?” Weblog entry. Crooked Timber 26 July 2005. .

Broad, Robert L. “‘Portfolio Scoring’: A Contradiction in Terms.” New Directions in Portfolio Assessment: Reflective Practice, Critical Theory, and Large-Scale Scoring. Ed. Laurel Black, et al.. Portsmouth, NYH: Boynton/Cook, 1994. 263-76.

Bullock, Richard. “Autonomy and Community in the Evaluation of Writing.” The Politics of Writing Instruction: Postsecondary. Ed. Richard Bullock and John Trimbur. Portsmouth, NH: Boynton/Cook, 1991. 189-202.

Burkland, Jill, and Nancy Grimm. “Motivating Through Responding.” Journal of Teaching Writing 5 (1986): 237-48.

Butler, J.F. “Remedial Writers: The Teacher’s Job as Corrector of Papers.” College Composition and Communication 31 (1980): 270-77.

Caernarvon-Smith, Patricia. Audience Analysis and Response. Pembroke: Firman Technical Publications, 1983.

Callahan, Susan. ” Responding to the Invisible Student.” Assessing Writing 7.1 (Feb. 2000): 57-77.

Cannon, Sally I. “The Reading of Literature and Responding to Student Writing.” Journal of Teaching Writing (Special issue, 1989): 239-54.

Chandler, Jean. “Positive Control.” College Composition and Communication 48.2 (May 1997): 273-274.

Clio, Max. “Grading on My Nerves.” Chronicle of Higher Education 18 November 2003. .

Connors, Robert, and Cheryl Glenn. The New St. Martin’s Guide to Teaching Writing. Boston: Bedford/St. Martin’s, 1999.

Connors, Robert J., and Andrea A. Lunsford. “Teachers’ Rhetorical Comments on Student Papers.” College Composition and Communication 44 (May 1993): 200-23.

Cooper, Charles R., and Lee Odell, eds. Evaluating Writing: The Role of Teachers’ Knowledge about Text, Learning, and Culture. Urbana, IL: National Council of Teachers of English, 1998.

Coplin, Bill. “Grade Inflation Works for Today’s Students.” USA Today 22 April 2004: A13. .

Coulter, Lauren Sewell. “Lean, Mean Grading Machines? A Bourdieuian Reading of Novice Instructors in a Portfolio-Based Writing Program.” WPA: Writing Program Administration 23.3 (Spring 2000): 33-50.

Cross, K. Patricia, and Thomas Angelo. Classroom Assessment Techniques: A Handbook for Faculty. Ann Arbor, Michigan: NCRIPTAL, 1988.

Danielewicz, Jane, and Peter Elbow. “A Unilaterial Grading Contract to Improve Learning and Teaching.” College Composition and Communication 61.2 (Dec. 2009): 244-268.

Davidson, Carl. “A Student Syndicalist Movement: University Reform Revisited.” New Left Notes (9 September 1966): 2, 11.

Deane, Paul, and Thomas Quinlan. “What Automated Analyses of Corpora Can Tell Us about Students’ Writing Skills.” Journal of Writing Research 2.2 (2010): 151-177.

Diederich, Paul B. “Descriptions of Papers Rated High, Middle, and Low on Eight Qualities.” Measuring Growth in English. Urbana, IL: National Council of Teachers of English, 1974. 53-58.

Diederich, Paul B., J.W. French, and S.T. Carlton. Factors in Judgments of Writing Ability. ETS, 1961.

Dobler, Judith M., and William J. Amoriell. “Comments on Writing: Features that Affect Student Performance.” Journal of Reading (1988): 214-223.

Dolphin, William. “Taking Students to Task: Grading as a Collaborative Engine.” Grading in the Post-Process Classroom: From Theory to Practice. Ed. Libby Allison, Lisbeth Bryant, and Maureen Hourigan. Westport, CT: Heinemann Boynton/Cook, 1997. 114-119.

Durst, Russel, Chester Laine, Lucille M. Schultz, and William Vilter. “Appealing Texts: The Persuasive Writing of High School Students.” Written Communication 7 (April 1990): 200-231.

Edwards, Renee. “Sensitivity to Feedback and the Development of Self.” Communication Quarterly 38 (1990): 101-11.

Elbow, Peter. “Embracing Contraries in the Teaching Process.” College English 45.4 (April 1983): 327-39.

Elbow, Peter. Embracing Contraries: Explorations in Learning and Teaching. New York: Oxford UP, 1986.

Elbow, Peter. “High Stakes and Low Stakes in Assigning and Responding to Writing.” Dialogue on Writing: Rethinking ESL, Basic Writing, and First-Year Composition. Ed. Geraldine DeLuca, Len Fox, Mark-Ameen Johnson, and Myra Kogen. Mahwah, NJ: Lawrence Erlbaum, 2002.

Elbow, Peter. “Ranking, Evaluating, and Liking: Sorting out Three Forms of Judgment.” College English 55.2 (February 1993): 187-206.

Elbow, Peter. “Taking Time out from Grading and Evaluating while Working in a Conventional System.” Assessing Writing 4.1 (1997): 5-27.

The Emperor’s Club. Dir. Michael Hoffman. Perf. Kevin Kline, Emile Hirsch, and Embeth Daviditz. Universal, 2002.

Ericsson, Patricia Freitag, and Richard Haswell. Machine Scoring of Student Essays: Truth and Consequences. Utah State UP, 2006.

Eurich, Alvin C. “Should English Composition Be Abolished?” English Journal coll. ed. 21 (1932): 211-19.

Faigley, Lester, et al. Assessing Writers’ Knowledge and Processes of Composing. Norwood, NJ: Ablex, 1985.

Faigley, Lester. Fragments of Rationality: Postmodernity and the Subject of Composition. U Pittsburgh P, 1992.

Faigley, Lester. “Judging Writing, Judging Selves.” College Composition and Communication 40 (December 1989): 395-413.

Fife, Jane Mathison, and Peggy O’Neill. “Moving beyond the Written Comment: Narrowing the Gap between Response Practice and Research.” College Composition and Communication 53.2 (December 2001): 300-321.

Fischer, Ruth Overman. “What Makes Writing ‘Good’?/What Makes a ‘Good’ Writer?.” Strategies for Teaching First-Year Composition. Ed. Duane Roen, Veronica Pantoja, Lauren Yena, Susan K. Miller, and Eric Waggoner. Urbana, IL: NCTE, 2002. 401-403.

Flores, Juan F. “Grading from a ‘No Curve’ Pedagogy.” Grading in the Post-Process Classroom: From Theory to Practice. Ed. Libby Allison, Lisbeth Bryant, and Maureen Hourigan. Westport, CT: Heinemann Boynton/Cook, 1997. 120-124.

Forbes, Cheryl. “Reading Portfolios Conversationally.” New Directions in Portfolio Assessment: Reflective Practice, Critical Theory, and Large-Scale Scoring. Ed. Laurel Black, et al.. Portsmouth, NYH: Boynton/Cook, 1994.

Freedman, Sarah Warshauer. “The Registers of Student and Professional Expository Writing: Influences on Teachers’ Responses.” New Directions in Composition Research. Ed. Richard Beach and Lillian S. Bridwell. New York: Guilford, 1984: 334-47.

Freedman, Sarah Warshauer. Response to Student Writing. Urbana, IL: NCTE, 1987.

Gale, Xin Liu. “Judgment Deferred: Reconsidering Institutional Authority in the Portfolio Writing Classroom.” Grading in the Post-Process Classroom: From Theory to Practice. Ed. Libby Allison, Lisbeth Bryant, and Maureen Hourigan. Westport, CT: Heinemann Boynton/Cook, 1997. 75-93.

Gellis, Mark. “Grading with an Attitude.” Pedagogy 2.3 (2002) 416-419.

Gillis, Philip D. “Using Computer Technology to Teach and Evaluate Prewriting.” Computers and the Humanities 21 (1987): 3-19.

Golson, Emily. “Parallel Structures.” Strategies for Teaching First-Year Composition. Ed. Duane Roen, Veronica Pantoja, Lauren Yena, Susan K. Miller, and Eric Waggoner. Urbana, IL: NCTE, 2002. 550-558.

Golub, Jeffrey. More Ways to Handle the Paper Load: On Paper and Online. Urbana: National Council of Teachers of English, 2005.

Gottschalk, Katherine K.. “The Ecology of Response to Student Writing.” ADE Bulletin 134-135 (Spring/Fall 2003): 49-56.

Gottschalk, Katherine K., and Keith Hjortshoj. The Elements of Teaching Writing for Instructors in All Disciplines. Boston: Bedford/St. Martin’s, 2004.

“Grade Inflation Spurs Harvard Changes.” CNN.COM/Education (19 April 2002). .

Greene, Beth G. “To Correct or Not to Correct: That’s a Good Question.” Composition Chronicle 3 (March 1990): 8-9.

Greenhalgh, Anne M. “Voices in Response: A Postmodern Reading of Teacher Response.” College Composition and Communication 43.3 (October 1992): 401-10.

Grogan, Nedra, and Donald A. Daiker. “Team-Grading in College Composition.” WPA: Writing Program Administration 13.1-2 (Fall/Winter 1989): 25-33.

Hairston, Maxine. “Not All Errors Are Created Equal: Nonacademic Readers in the Professions Respond to Lapses in Usage.” College English 43 (1981): 794-806.

Hairston, Maxine. “On Not Being a Composition Slave.” Training the New Teacher of Composition. Ed. Charles W. Bridges. Urbana, IL: National Council of Teachers of English, 1986. 117-24.

Hamp-Lyons, Liz. Holistic Writing Assessment of LEP Students. Denver, CO: Center for Research in Applied Language, U of Colorado at Denver, 1991.

Harkin, Patricia, and James Sosnoski. “The Case for Hyper-gradesheets: A Modest Proposal.” College English 54.1 (January 1992): 22-30.

Harrington, Susanmarie. “‘Some People Just Don’t Write Well’: Composing and Grading Amid Conflict in the Classroom.” Conflicts and Crises in the Composition ClassroomÑand What Instructors Can Do About Them. Ed. Dawn Skorczewski and Matthew Parfitt. Portsmouth, NH: Boynton/Cook, 2003. 88-96.

Harris, Muriel. “Evaluation: The Process for Revision.” Journal of Basic Writing 1.4 (1978): 82-90.

Harvey, Gordon. “Repetitive Strain: The Injuries of Responding to Student Writing.” ADE Bulletin 134-135 (Spring/Fall 2003): 43-48.

Haswell, Richard H. “Grades, Time, and the Curse of Course.” College Composition and Communication 51.2 (December 1999): 284-295.

Haswell, Richard H. “Minimal Marking.” College English 45 (1983): 600-4.

Hayes, M., and D. Daiker. “Using Protocol Analysis in Evaluating Responses to Student Writing.” Freshman English News 13 (1984): 1-5.

Herrington, Anne, and Charles Moran. “What Happens When Machines Read Our Students’ Writing? College English 63.4 (March 2001): 480-499.

Hillocks, George. “The Interaction of Instruction, Teacher Comment, and Revision in Teaching the Composing Process.” Research in the Teaching of English 16 (1982): 261-78.

Hindman, Jane E. “Contexts and Criteria for Evaluating Student Writing.” Strategies for Teaching First-Year Composition. Ed. Duane Roen, Veronica Pantoja, Lauren Yena, Susan K. Miller, and Eric Waggoner. Urbana, IL: NCTE, 2002. 404-421.

Hodges, Elizabeth. “And the Question Is ThisÑ’What Lessons Can We, as Writers, Take from This Reading for Our Own Writing?” Strategies for Teaching First-Year Composition. Ed. Duane Roen, Veronica Pantoja, Lauren Yena, Susan K. Miller, and Eric Waggoner. Urbana, IL: NCTE, 2002. 527-535.

Horvath, Brooke K. “The Components of Written Response: A Practical Synthesis of Current Views.” The Writing Teacher’s Sourcebook. Ed. Gary Tate, Edward P.J. Corbett, and Nancy Myers. 3rd ed. New York: Oxford UP, 1994. 207-23.

Howard, Rebecca Moore, and Sandra Jamieson. The Bedford Guide to Teaching Writing in the Disciplines: An Instructor’s Desk Reference. Boston: Bedford Books of St. Martin’s Press, 1995. Chapter 11, “Grading Student Writing,” 208-231.

Howard, Rebecca Moore. “Course Management Guidelines.” Strategies for Teaching First-Year Composition. Ed. Duane Roen, Veronica Pantoja, Lauren Yena, Susan K. Miller, and Eric Waggoner. Urbana, IL: NCTE, 2002. 212-215.

Howard, Rebecca Moore, and Margaret Himley. “Guidelines for Grading in Studio Writing Courses.” The Writing Program, Syracuse University, 17 July 2002. .

Hunt, Lester H. Grade Inflation: Academic Standards in Higher Education. SUNY P, 2008.

Hunt, Russell A. “”Could You Put in Lots of Holes?'” Language Arts (1987).

Hunt, Russell A. Essay in Writing and Response: Theory, Practice, and Research. Ed. Chris M. Anson. Urbana, IL: NCTE, 1989.

Hurwitz, Sol. “Indiana Essays Being Graded by Computers.” New York Times 19 May 2004. 21 May 2004 .

Jabo, Carol. Papers, Papers, Papers: An English Teacher’s Survival Guide. Portsmouth, NH: Heinemann, 2005.

Jeffery, Francie, and Bonita Selting. “Reading the Invisible Ink: Assessing the Responses of Non-Composition Faculty.” Assessing Writing 6.2 (1999): 179-197.

Kahn, Seth L. “Another Kind of Teacher-Student Talk: Conversational Responding and Revising.” Strategies for Teaching First-Year Composition. Ed. Duane Roen, Veronica Pantoja, Lauren Yena, Susan K. Miller, and Eric Waggoner. Urbana, IL: NCTE, 2002. 338-354.

Kamber, Richard, and Mary Biggs. ” Grade Conflation: a Question of Credibility.” The Chronicle of Higher Education (12 April 2002). 9 April 2002.

Karolides, Nicholas J. “Empowering Sentences.” Strategies for Teaching First-Year Composition. Ed. Duane Roen, Veronica Pantoja, Lauren Yena, Susan K. Miller, and Eric Waggoner. Urbana, IL: NCTE, 2002. 536-545.

Kearns, Edward A. “Encouraging Editing.” Strategies for Teaching First-Year Composition. Ed. Duane Roen, Veronica Pantoja, Lauren Yena, Susan K. Miller, and Eric Waggoner. Urbana, IL: NCTE, 2002. 566-568.

Kellogg, Alex. P. “Harvard Faculty Approves Major Overhaul of Grading and Honors Policies.” The Chronicle of Higher Education (23 May 2002). . 25 May 2002.

Kenkel, James, and Robert Yates. “A Developmental Perspective on the Relationship between Grammar and Text.” Journal of Basic Writing 22 (2003): 35-49.

Kerr, Nancy H., and Madeleine Picciotto. “Linked Composition Courses: Effects on Student Performance.” Journal of Teaching Writing 11.1 (Spring/Summer 1992): 105-18.

Kim, Loel. “Online Technologies for Teaching Writing: Students React to Teacher Response in Voice and Written Modalities.” Research in the Teaching of English (Feb. 2004).

Knievel, Michael. “Gauging the Value of Online Grade Posting: An Inquiry into Full Disclosure.” Kairos 6.2 (Fall 2001). .

Knoblauch, C.H., and Lil Brannon. “Responding to Texts: Facilitating Revision in the Writing Workshop.” Dialogue on Writing: Rethinking ESL, Basic Writing, and First-Year Composition. Ed. Geraldine DeLuca, Len Fox, Mark-Ameen Johnson, and Myra Kogen. Mahwah, NJ: Lawrence Erlbaum, 2002.

Knoblauch, C.H., and Lil Brannon. Rhetorical Traditions and the Teaching of Writing. Upper Montclair, NJ: Boynton/Cook, 1984. Chapter 6, “Responding to Texts: Facilitating Revision in the Writing Workshop.” Chapter 7, “The Development of Writing Ability: Some Myths about Evaluation and Improvement.”

Knoblauch, C.H. “Teacher Commentary on Student Writing: The State of the Art.” Freshman English News 10 (Fall 1981): 1-4.

Kohn, Alfie. “The Dangerous Myth of Grade Inflation.” The Chronicle of Higher Education 8 November 2002. 15 November 2002.

Kohn, Alfie. Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A’s, Praise, and Other Bribes. Houghton Mifflin, 1993.

Lambert, Leo M., Stacey Lane Tice, and Patricia H. Feathersone, eds. University Teaching: A Guide for Graduate Students. Syracuse, NY: Syracuse UP, 1996.

Larson, Richard L. “Making Assignments, Judging Writing, and Annotating Papers: Some Suggestions.” Training the New Teacher of College Composition. Ed. Charles W. Bridges. Urbana, IL: NCTE, 1986. 109-16.

Lawson, Bruce, Susan Sterr Ryan, and W. Ross Winterowd, eds. Encountering Student Texts: Interpretive Issues in Reading Student Writing. NCTE, 1990.

Lees, Elaine O. “Evaluating Student Writing.” College Composition and Communication 30 (1979): 370-74.

Licklider, Patricia. “Sector Analysis.” Strategies for Teaching First-Year Composition. Ed. Duane Roen, Veronica Pantoja, Lauren Yena, Susan K. Miller, and Eric Waggoner. Urbana, IL: NCTE, 2002. 559-565.

Lloyd-Jones, Richard. “Primary Trait Scoring.” Evaluating Writing: Describing, Measuring, Judging. Ed. Charles Cooper and Lee Odell. Urbana, IL: National Council of Teachers of English, 1977. 33-66.

Lunsford, Andrea A. “Essay Writing and Teachers’ Responses in Nineteenth-Century Scottish Universities.” College Composition and Communication 32.4 (December 1981): 434-443.

Lunsford, Andrea A. “The PastÑand FutureÑof Writing Assessment.” Writing Assessment: Issues and Strategies. Ed. Karen L. Greenberg, Harvey S. Wiener, and R.A. Donovan. New York: Longman, 1986. 1-12.

MacAllister, Joyce. “Responding to Student Writing.” Teaching Writing in All Disciplines. Ed. C. Williams Griffin. San Francisco: Jossey-Bass, 1982. 59-66.

Mahala, Daniel, and Jody Swilky. “Remapping the Geography of Service in English.” College English 59.6 (October 1997): 624-46.

Mallonee, Barbara, et al. “Responding to Students’ Drafts: Interdisciplinary Consensus.” College Composition and Communication 36 (1985): 213-31.

Malone, Anne Righton, and Barbara Tindall. “Dear Teacher: Epistolary Conversations as the Site of Evaluation.” Grading in the Post-Process Classroom: From Theory to Practice. Ed. Libby Allison, Lisbeth Bryant, and Maureen Hourigan. Westport, CT: Heinemann Boynton/Cook, 1997. 125-140.

Martin, Robin. “Rhetoric of Teacher Comments on Student Writing.” Young Scholars in Writing 8 (Spring 2011): 16-29.

Mathison-Fife, Jane, and Peggy O’Neill. “Re-seeing Research on Response.” College Composition and Communication 48.2 (May 1997): 274-276.

McKenzie, Gia. “Cheating College of Charleston Students Get New Grade.” ABCNews4.com 8 Aug. 2006.

McLeod, Susan H. “Pygmalion or Golem? Teacher Affect and Efficacy.” College Composition and Communication 46.3 (October 1995): 369-86.

Meir, Margaret. “Teacher Commentary on Student Writing in the Process-Oriented Class.” Arizona English Bulletin 28 (1985): 77-81. Reviews ERIC articles about teachers’ comments on student writing.

Miller, Hildy. “Kaleidoscope of Values: Composition Instructors, Noncomposition Faculty, and Students Respond to Academic Writing.” Journal of Teaching Writing 9.1 (Spring/Summer 1990): 31-44.

Mitchell, Felicia. “Is There a Text in This Grade? The Implicit Messages of Comments on Student Writing.” Issues in Writing 6.2 (Spring/Summer 1994): 187-95.

Moffatt, Ken. “Grading as the Coding of Student Desire in the Context of Lacking.” Radical Pedagogy (2006).

Moneyhun, Clyde. “Less Is More in Response to Student Writing.” Strategies for Teaching First-Year Composition. Ed. Duane Roen, Veronica Pantoja, Lauren Yena, Susan K. Miller, and Eric Waggoner. Urbana, IL: NCTE, 2002. 326-238.

Moxley, Joseph M. “Teachers’ Goals and Methods of Responding to Student Writing.” Composition Studies 20 (Spring 1992): 17-33.

Murphy, Sandra. “A Sociocultural Perspective on Teacher Response: Is There a Student in the Room?” Assessing Writing 7.1 (Feb. 2000): 79-90.

Myers, K. “A Language in Letters: Learning to Communicate Honestly Through Grades.” What to Expect When You’re Expected to Teach: The Anxious Craft of Teaching Composition. Ed. Anne Bramblett and Alison Knoblauch. Portsmouth, NH: Boynton/Cook, 2002.

A Night in Heaven. Dir. John G. Avildsen. Perf. Lesley Ann Warren and Christopher Atkins. Twentieth Century Fox, 1983.

Nystrand, Martin. “Sharing Words: The Effects of Readers on Developing Writers.” Written Communication 7 (January 1990): 3-24.

Odell, Lee. “Measuring the Effect of Instruction in Pre-Writing.” Research in the Teaching of English 8 (1974): 228-41.

OÕNeill, Peggy, and Jane Mathison Fife. “Listening to Students: Contextualizing Response to Student Writing.” Composition Studies 27.2 (Fall 1999): 39-51.

Onore, Cynthia. “The Student, the Teacher, and the Text: Negotiating Meanings Through Response and Revision.” Writing and Response: Theory, Practice, and Research. Ed. Chris M. Anson. Urbana, IL: NCTE, 1989, 231-260.

Patton, Martha D. “Research or Faculty Development? A Study of WI Faculty Commenting Practices.” WPA: Writing Program Administration 27.1-2 (Fall/Winter 2003): 75-91.

Peeples, Tim, and Bill Hart-Davidson. “Grading the ‘Subject’: Questions of Expertise and Evaluation.” Grading in the Post-Process Classroom: From Theory to Practice. Ed. Libby Allison, Lisbeth Bryant, and Maureen Hourigan. Westport, CT: Heinemann Boynton/Cook, 1997. 94-113.

Perrin, Porter G. “Commensurate Grading of English Composition.” School and Society 37 (25 Mar. 1933): 386-387.

Phelps, Louise Wetherbee. “Cyrano’s Nose: Variations on the Theme of Response.” Assessing Writing 7.1 (Feb. 2000): 91-110.

Phelps, Louise Wetherbee. “Images of Student Writing: The Deep Structure of Teacher Response.” Writing and Response: Theory, Practice, and Research. Ed. Chris M. Anson. Urbana, IL: NCTE, 1989. 37-67.

Phelps, Louise Wetherbee. “Surprised by Response: Student, Teacher, Editor, Reviewer.” JAC: A Journal of Composition Theory 18.2 (Spring 1998): 247-274.

Porter, Jeffrey. “The Reasonable Reader: Knowledge and Inquiry in Freshman English.” College English 49 (1987): 332-44.

Powers, Donald E., Jill C. Burstein, Martin S. Chodorow, Mary E. Fowles, and Karen Kukich. “Stumping E-Rater: Challenging the Validity of Automated Essay Scoring.” GREBoard Research Report, No. 98-08bP. Princeton, NJ: Educational Testing Service, 2001.

Prior, Paul. “Contextualizing Instructors’ Responses to Writing in the College Classroom.” The Reading-Writing Connection. Ed. Robert Calfee, Nancy Nelson,and Nancy Spivey. Chicago: National Society for the Study of Education, 1998.

Prior, Paul. “Tracing Authoritative and Internally Persuasive Discourses: A Case Study of Response, Revision, and Disciplinary Enculturation.” Research in the Teaching of English 29.3 (October 1995): 288-325.

Purves, Alan C. “The Teacher as Reader: An Anatomy.” College English 46 (1984): 259-65.

Qualley, Donna. “Learning to Evaluate and Grade Student Writing: An Ongoing Conversation.” Preparing College Teachers of Writing: Histories, Theories, Practices, and Programs. Ed. Betty Pytlik and Sarah Liggett. Oxford UP, 2002. 278-291.

Rankin, Libby. “An Anatomy of Awkwardness.” Journal of Teaching Writing 9 (1990): 45-57.

Reynolds, John F., and Lita Liwag-Sutcliffe. “Team Teaching and Grading in Advanced Composition.” ATAC Forum 3.1 (1991): 11-13.

Rhodes, Keith. “A Cautionary Introduction.” Strategies for Teaching First-Year Composition. Ed. Duane Roen, Veronica Pantoja, Lauren Yena, Susan K. Miller, and Eric Waggoner. Urbana, IL: NCTE, 2002. 523=526.

Rothgery, David. “‘So What Do We Do Now?’: Necessary Directionality as the Writing Teacher’s Response to Racist, Sexist, Homophobic Papers.” College Composition and Communication, 44 (1993): 241-247.

Rutz, Carol. “One Dimension of Response to Student Writing: How Students Construct Their Critics.” Strategies for Teaching First-Year Composition. Ed. Duane Roen, Veronica Pantoja, Lauren Yena, Susan K. Miller, and Eric Waggoner. Urbana, IL: NCTE, 2002. 329-337

Sandman, John, and Michael Weiser. “Departmental and Institutional Influences on Grading: Conflicts of Accountability.” Grading in the Post-Process Classroom: From Theory to Practice. Ed. Libby Allison, Lisbeth Bryant, and Maureen Hourigan. Westport, CT: Heinemann Boynton/Cook, 1997. 51-57.

Sapp, David Alan, and James Simon. “Comparing Grades in Online and Face-to-Face Writing Courses: Interpersonal Accountability and Institutional Commitment.” Computers and Composition 22.4 (2005): 471-489.

Sargent, M. Elizabeth. “Felt Sense in the Composition Classroom: Getting the Butterflies to Fly in Formation.” ADE Bulletin 134-135 (Spring/Fall 2003): 57-67.

Scannell, Dale P., and Jon C. Marshall. “The Effect of Selected Composition Errors on Grades Assigned to Essay Examinations.” American Educational Research Journal 3 (March 1966): 125-30.

Schwartz, Mimi. “Response to Writing : A College-Wide Perspective.” College English 46.1 (1984): 55-62.

Schwegler, Robert A. “The Politics of Reading Student Papers.” The Politics of Writing Instruction: Postsecondary. Ed. Richard Bullock, John Trimbur, and Charles Schuster. Portsmouth, NH: Heinemann, 1991. 203-226.

Scorcinelli, Mary Dean, and Peter Elbow, eds. Writing to Learn: Strategies for Assigning and Responding to Writing Across the Disciplines. San Francisco: Jossey-Bass, 1997.

Sharpe, Patricia, Frances Mascia-Lees, and Colleen B. Cohen. “White Women and Black Men: Differential Responses to Reading Black Women’s Texts.” College English 52 (February 1990): 142-53.

Shaw, Harry Edmund. “Responding to Student Essays.” Teaching Prose: A Guide for Writing Instructors. Ed. Fredric V. Bogel et al. New York: W.W. Norton, 1984. 114-54.

Shermis, Mark D., and Jill Burstein, eds. Automated Essay Scoring: A Cross Disciplinary Perspective. Mahwah, NJ: Lawrence Erlbaum, 2003.

Shiffman, Betty Garrison. “Grading Student Writing: The Dilemma from a Feminist Perspective.” Grading in the Post-Process Classroom: From Theory to Practice. Ed. Libby Allison, Lisbeth Bryant, and Maureen Hourigan. Westport, CT: Heinemann Boynton/Cook, 1997. 58-72.

Shuman, R. Baird. “How to Grade Student Writing.” Classroom Practices in Teaching English, 1979-80: How to Handle the Paper Load. Ed. Gene Stanford. Urbana, IL: National Council of Teachers of English, 1979.

Sieminski, Greg C. “Couching Our Cutting with Compassion.” College Composition and Communication 42.2 (May 1991): 211-217.

Silva, Mary Lourdes. “Camtasia in the Classroom: Student Attitudes and Preferences for Video Commentary or Microsoft Word Comments During the Revision Process.” Computers and Composition 29.1 (Dec. 2011): 1-22.

Sitko, Barbara M. “Writers Meet Their Readers in the Classroom: Revising After Feedback.” Constructing Rhetorical Education. Ed. Marie Secor and Davida Charney. Carbondale: Southern Illinois UP, 1992. 278-94.

Slattery, Patrick. “Encouraging Critical Thinking: A Strategy for Commenting on College Papers.” College Composition and Communication 41 (October 1990): 332-4.

Smallwood, Mary Lovett. An Historical Study of Examinations and Grading Systems in Early American Universities. Harvard Studies in Evaluation, Vol. 24. Cambridge: Harvard UP, 1935.

Smith, Ernest. “‘It Doesn’t Bother Me, But Sometimes It’s Discouraging’: Students Respond to Teachers’ Written Responses.” Journal of Teaching Writing (Special issue, 1989): 253-66.

Smith, Summer. “The Genre of the End Comment: Conventions in Teacher Responses to Student Writing.” College Composition and Communication 48.2 (May 1997): 249-268.

Sommers, Jeffrey. “Bringing Practice in Line with Theory: Using Portfolio Grading in the Composition Classroom.” Portfolios: Process and Product. Ed. Pat Belanoff and Marcia Dickson. Portsmouth, NH: Boynton/Cook, 1991. 153-64.

Sommers, Jeffrey. “The Writer’s Memo: Collaboration, Response, and Development.” Writing and Response: Theory, Practice, and Research. Ed. Chris M. Anson. Urbana, IL: National Council of Teachers of English, 1989. 174-86.

Sommers, Nancy. “Responding to Student Writing.” College Composition and Communication 33 (1982): 148-56. Rpt. Teaching Writing: Landmarks and Horizons. Eds. Christina Russell McDonald and Robert L. McDonald. Carbondale: Southern Illinois UP, 2002. 79-91.

Soichet, Catherine. “Study Finds Many C’s Still Awarded, with Black Students Earning Lower Grades on Average.” The Chronicle of Higher Education (27 June 2002). . 4 July 2002.

Sorapure, Madeleine. “Between Modes: Assessing StudentsÕ New Media Compositions.” Kairos 10.2 (Spring 2006). .

Sosnoski, James J. “Grades for Work: Giving Value for Value.” Grading in the Post-Process Classroom: From Theory to Practice. Ed. Libby Allison, Lisbeth Bryant, and Maureen Hourigan. Westport, CT: Heinemann Boynton/Cook, 1997. 157-176.

Soven, Margot. “On the Subjects of Teaching Thinking and Responding to Writing.” College English 52 (March 1990): 323-8.

Sperling, Melanie. “Constructing the Perspective of Teacher-as-Reader: A Framework for Studying Response to Student Writing.” Research in the Teaching of English 28.2 (May 1994): 175-207.

Sperling, Melanie. “I Want to Talk to Each of You: Collaboration and the Teacher-Student Writing Conference.” Research in the Teaching of English 24 (October 1990): 279-321.

Spidell, Cathy, and William H. Thelin. “Not Ready to Let Go: A Study of Resistance to Grading Contracts.” Composition Studies 34.1 (Spring 2006): 35-70.

Spigelman, Candace. “Trying for Democracy: Group Decision Making in the Portfolio Classroom.” Composition Studies 27.2 (Fall 1999): 23-37.

Straub, Richard. “The Concept of Control in Teacher Response: Defining the Varieties of ‘Directive’ and ‘Facilitative’ Commentary.” College Composition and Communication 47.2 (May 1996): 223-51.

Straub, Richard. “Guidelines for Responding to Student Writing.” Strategies for Teaching First-Year Composition. Ed. Duane Roen, Veronica Pantoja, Lauren Yena, Susan K. Miller, and Eric Waggoner. Urbana, IL: NCTE, 2002. 355-365.

Straub, Richard. “Reading and Responding to Student Writing: A Heuristic for Reflective Practice.” Composition Studies 30.1 (Spring 2002): 15-60.

Straub, Richard. “Response Rethought.” College Composition and Communication 48.2 (May 1997): 277-283.

Straub, Richard. “The Student, the Text, and the Classroom Context: A Case Study of Teacher Response.” Assessing Writing 7 (2000): 23-55.

Straub, Richard. “Teacher Response as Conversation: More Than Causal Talk, an Exploration.” Rhetoric Review 14.2 (Spring 1996): 374-99.

Straub, Richard, and Ronald F. Lunsford. Twelve Readers Reading: Responding to College Student Writing. Cresskill, NJ: Hampton P, 1995.

Strickland, Kathleen, and James Strickland. “Demystifying Grading: Creating Student-Owned Evaluation Instruments.” Grading in the Post-Process Classroom: From Theory to Practice. Ed. Libby Allison, Lisbeth Bryant, and Maureen Hourigan. Westport, CT: Heinemann Boynton/Cook, 1997. 141-156.

Strickland, Ronald. “Confrontational Pedagogy and Traditional Literary Studies.” College English 52.3 (March 1990): 291-300.

Taggart, Amy Rupiper, and Margaret Lowry. “Cohorts, Grading, and Ethos: Listening to TAs Enhances Teacher Preparation.” WPA: Writing Program Administration 34.2 (Spring 2011): 89-114.

Takala, Sauli, Alan C. Purves, and Annette Buckmaster. “On the Interrelationships Between Language, Perception, Thought and Culture and Their Relevance to the Assessment of Written Composition.” Evaluation in Education 5 (1982): 317-342.

Takayoski, Pamela. “The Shape of Electronic Writing: Evaluating and Assessing Computer-Assisted Writing Processes and Products.” Computers and Composition 13.2 (1996): 245-58.

Tchudi, Stephen, ed. Alternatives to Grading Student Writing. Urbana, IL: NCTE, 1997.

Tchudi, Stephen. “Degrees of Freedom in Assessment, Evaluation, and Grading.” Alternatives to Grading Student Writing. Ed. Stephen Tchudi. Urbana, IL: NCTE, 1997. ix-xvii.

Tobin, Lad. “Reading Students, Reading Ourselves: Revising the Teacher’s Role in the Writing Class.” College English 53 (1991): 333-48.

Treglia, Maria O. “Teacher-Written Commentary in College Writing Composition: How Does It Impact Student Revisions?” Composition Studies 37.1 (Spring 2009): 67-86.

Vaught-Alexander, Karen. “Establishing Weighted Criteria for Evaluating Writing.” Strategies for Teaching First-Year Composition. Ed. Duane Roen, Veronica Pantoja, Lauren Yena, Susan K. Miller, and Eric Waggoner. Urbana, IL: NCTE, 2002. 435-436.

Vaught-Alexander, Karen. “Teaching Style.” Strategies for Teaching First-Year Composition. Ed. Duane Roen, Veronica Pantoja, Lauren Yena, Susan K. Miller, and Eric Waggoner. Urbana, IL: NCTE, 2002. 546-549.

Walvoord, Barbara E., and Virginia Johnson Anderson. Effective Grading: A Tool for Learning and Assessment. Jossey-Bass, 1998.

Wallace, M. Elizabeth Sargent. “How Composition Scholarship Changed the Way I Ask for and Respond to Student Writing.” Profession 94: 34-40.

Wasley, Paula. “A New Way to Grade.” Chronicle of Higher Education 10 Mar. 2006.

Watkins, Evan. Work Time: English Departments and the Circulation of Cultural Value. Stanford: Stanford UP, 1989.

Wendell, Barbara. “Can Untenured Faculty Stop Grade Inflation?” Chronicle of Higher Education (13 December 2001).

Whichard, Nancy Winegardner, et al. “Life in the Margin: The Hidden Agenda in Commenting on Student Writing.” Journal of Teaching Writing 11.1 (Spring/Summer 1992): 51-64.

White, Edward M. Assigning, Responding, Evaluating: A Writing Teacher’s Guide. 3rd ed. New York: St. Martin’s P, 1995.

White, Edward M. “Post-Structural Literary Criticism and the Response to Student Writing.” College Composition and Communication 35 (1984): 186-95.

Williams, William. Composition and Rhetoric by Practice, with Exercises, Adapted for Use in High Schools and Colleges. Revised and enlarged edition. Boston: D.C. Heath, 1890.

Willingham, Daniel B. “Effective Feedback on Written Assignments.” Teaching of Psychology 17 (February 1990): 10-12.

Zak, Frances. “Exclusively Positive Responses to Student Writing.” Journal of Basic Writing 9.2 (1990): 40-53.

Zak, Frances, and Christopher C. Weaver, eds. The Theory and Practice of Grading Writing: Problems and Possibilities. Albany: SUNY P, 1998.

Zebroski, James. “A Hero in the Classroom.” Encountering Student Texts. Ed. Bruce Lawson, Susan Sterr Ryan, and W. Ross Winterowd. Urbana, IL: NCTE, 1989.

Zellermeyer, Michal. “The Study of Teachers’ Written Feedback to Students’ Writing: changes in Theoretical Considerations and Expansion of Research Contexts.” Instructional Science 18 (1989): 145-165.

Ziv, Nina. “The Effect of Teacher Comments on the Writing of Four College Freshmen.” New Directions in Composition Research. Eds. R. Beach and L. Bridwell. Urbana: NCTE, 1984. 362-80.

Zorn, Jeff. “How Numbers Numb: 1.325 Case Studies.” California English 26 (March-April 1990): 8-26.