Coming to terms : : theorizing writing assessment in composition studies / / Patricia Lynne.
In a provocative book-length essay, Patricia Lynne argues that most programmatic assessment of student writing in U.S. public and higher education is conceived in the terms of mid-20th century positivism. Since composition as a field had found its most compatible home in constructivism, she asks, wh...
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| Year of Publication: | 2004 |
| Language: | English |
| Physical Description: | 1 online resource (201 p.) |
| Notes: | Description based upon print version of record. |
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| Summary: | In a provocative book-length essay, Patricia Lynne argues that most programmatic assessment of student writing in U.S. public and higher education is conceived in the terms of mid-20th century positivism. Since composition as a field had found its most compatible home in constructivism, she asks, why do compositionists import a conceptual frame for assessment that is incompatible with composition theory? By casting this as a clash of paradigms, Lynne is able to highlight the ways in which each theory can and cannot influence the shape of assessment within composition. She lament |
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| Bibliography: | Includes bibliographical references (p. [181]-189) and index. |
| ISBN: | 1283267055 9786613267054 0874214823 |
| Access: | Open Access |
| Hierarchical level: | Monograph |
| Statement of Responsibility: | Patricia Lynne. |