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...
Saved in:
| : | |
|---|---|
| Year of Publication: | 2004 |
| Language: | English |
| Physical Description: | 1 online resource (201 p.) |
| Notes: | Description based upon print version of record. |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| LEADER | 01572nam a22003254a 4500 | ||
|---|---|---|---|
| 001 | 993628462204498 | ||
| 005 | 20200520144314.0 | ||
| 006 | m o d | | ||
| 007 | cr#-n--------- | ||
| 008 | 040427s2004 utu ob 001 0 eng | ||
| 020 | |a 1-283-26705-5 | ||
| 020 | |a 9786613267054 | ||
| 020 | |a 0-87421-482-3 | ||
| 035 | |a (CKB)1000000000344112 | ||
| 035 | |a (EBL)287115 | ||
| 035 | |a (OCoLC)476039820 | ||
| 035 | |a (SSID)ssj0000125403 | ||
| 035 | |a (PQKBManifestationID)11142381 | ||
| 035 | |a (PQKBTitleCode)TC0000125403 | ||
| 035 | |a (PQKBWorkID)10026571 | ||
| 035 | |a (PQKB)10763369 | ||
| 035 | |a (MiAaPQ)EBC3442704 | ||
| 035 | |a (OCoLC)62286647 | ||
| 035 | |a (MdBmJHUP)muse16388 | ||
| 035 | |a (MiAaPQ)EBC287115 | ||
| 035 | |a (Au-PeEL)EBL287115 | ||
| 035 | |a (EXLCZ)991000000000344112 | ||
| 040 | |a MiAaPQ |b eng |e rda |e pn |c MiAaPQ |d MiAaPQ | ||
| 041 | |a eng | ||
| 050 | 4 | |a LB1631 |b .L96 2004 | |
| 082 | 0 | |a 808/.042/0712 |2 22 | |
| 100 | 1 | |a Lynne, Patricia, |d 1964- | |
| 245 | 1 | 0 | |a Coming to terms : |b theorizing writing assessment in composition studies / |c Patricia Lynne. |
| 260 | |a Logan, Utah : |b Utah State University Press, |c c2004. | ||
| 300 | |a 1 online resource (201 p.) | ||
| 336 | |a text |b txt | ||
| 337 | |a computer |b c | ||
| 338 | |a online resource |b cr | ||
| 500 | |a Description based upon print version of record. | ||
| 520 | |a 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 | ||
| 546 | |a English | ||
| 506 | 0 | |a Open Access |f Unrestricted online access |2 star | |
| 588 | |a Description based on print version record. | ||
| 504 | |a Includes bibliographical references (p. [181]-189) and index. | ||
| 505 | 0 | |a Large-scale writing assessment practices and the influence of objectivity -- Contemporary literacy scholarship and the value of context -- Wrestling with positivism -- Theory under construction -- The politics of theorizing -- Theorizing writing assessment -- Theory in practice. | |
| 650 | 0 | |a English language |x Composition and exercises |x Evaluation. | |
| 650 | 0 | |a English language |x Composition and exercises |x Study and teaching (Secondary) | |
| 650 | 0 | |a English language |x Rhetoric |x Evaluation. | |
| 650 | 0 | |a Constructivism (Education) | |
| 776 | |z 0-87421-585-4 | ||
| 906 | |a BOOK | ||
| ADM | |b 2024-08-02 06:21:21 Europe/Vienna |f system |c marc21 |a 2012-02-26 00:31:56 Europe/Vienna |g false | ||
| AVE | |i DOAB Directory of Open Access Books |P DOAB Directory of Open Access Books |x https://eu02.alma.exlibrisgroup.com/view/uresolver/43ACC_OEAW/openurl?u.ignore_date_coverage=true&portfolio_pid=5350458430004498&Force_direct=true |Z 5350458430004498 |b Available |8 5350458430004498 | ||