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What Do We Do When We Do What We Do [microform] : And Should We? / W. U. McDonald
Bib ID 5255849
Format BookBook, MicroformMicroform, OnlineOnline
Author
McDonald, W. U
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1974 
9 p. 
Summary

Recent theories that composition instruction should focus on the writing process rather than on the product have proven valid. A corollary, or a result, of this development has been the growing attacks on grades and grading. While evaluation provides effective instruction, grading is of limited relevance and may be misleading and harmful without modification. The first two grading steps, reading a paper and recording reactions, and identifying the inappropriate or incorrect (words, phrases) elements lead to the third step--summarizing the overall strengths and weaknesses of the paper. These steps may be the indirect basis for the final step--grading. But most importantly they furnish the writer with audience reaction and help to further his writing development. Grade symbols'alone' are inadequate for indicating quality of work and reflect only one instructor's opinion. A viable and preferable solution would be a written statement about the student's writing ability included with the assigned grade. (JM)

Notes

ERIC Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (25th, Anaheim, California, April 4-6, 1974).

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Ability.  |  Achievement Rating.  |  English Instruction.  |  Evaluation.  |  Grades (Scholastic)  |  Grading.  |  Writing (Composition)  |  Writing Skills.
Form/genre Speeches/Meeting Papers.
Available From ERIC 

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