Fashion Blogger Rebecca Moore Howard

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.

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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.

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

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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. .

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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.

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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.

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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.

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

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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.

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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.

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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.

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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.

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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. .

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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.

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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.

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