Synopses & Reviews
Writing assessment programs help place entering and mid-career students in composition courses at the appropriate level, monitor the progress of those students, and assist in placing them in writing courses throughout their undergraduate careers. These same universities also have writing instruction programs, which might include writing centers, writing-across-the-curriculum initiatives, and freshman and advanced composition programs. At many institutions, though, writing assessment is not necessarily considered fundamental to writing instruction, and there is little communication between the assessment program and the composition program. This book demonstrates that writing assessment and instruction programs may be successfully integrated.
The contributors analyze the development of the writing assessment and instruction program at Washington State University, which is nationally recognized for its success. In doing so, they provide guidance to other institutions planning to develop similar integrated programs. The volume argues that writing assessment and instruction should inform and influence each other; that they should evolve together; and that they should be developed locally. By tracing the success of the WSU program, the authors directly challenge the use of national packaged assessment programs, such as standardized placement tests.
Review
...makes a compelling case for innovative practice, where the loop is closed between assessment and instruction. The story at WSU is one where a campus culture favorable to the development of writing ability grew in concert with the rational implementation of a program based on best practices in writing instruction. It is a story that deserves reading by the profession.Issues in Writing
Synopsis
Analyzes the development of the Washington State University writing assessment and instruction program to show that similar programs at other institutions may be successfully integrated.
Synopsis
Many universities support writing assessment programs. These same universities also have writing instruction programs, which might include writing centers, writing-across-the-curriculum initiatives, and freshman composition programs. This book fully analyzes the nationally recognized writing-assessment and instruction program at Washington State University to show the process through which the program evolved and to offer guidance to other institutions planning to implement similar integrated programs.
Table of Contents
Introduction: Why WSU by William Condon
Program History: Three Narratives
The Continuing Program: A Retrospective View by Richard Law
Authoring an Exam: Adventuring into Large-scale Writing Assessment by Richard H. Haswell and Susan Wyche
An Assessment Office within a Writing Center: The Butterfly Effect by Lisa Johnson-Shull and Susan Wyche
Towards Outcomes
The Two-Tier Rating System: The Need for On-Going Change by Richard H. Haswell
The Obvious Placement: The Addition of Theory by Richard H. Haswell
Exploring the Difficult Cases: In the Cracks of Writing Assessment by William Condon and Galen Leonhardy
The Circle of Assessment and Instruction
Writes of Passage: Conceptualizing the Relationship of Writing Center and Writing essessment Practices by Lisa Johnson-Shull and Diane Kelly-Riley
Taking the "Basic" out of "Basic Writing" by Susan Wyche
Value-Added Studies: Defending the Circle Richard H. Haswell
Beyond Outcomes
Students as Stakeholders: Maintaining a Responsive Assessment by Jennie Nelson and Diane Kelly-Riley
Faculty Opinion and Experence: The Writing Portfolio by Fiona Glade, Diane Kelly-Riley, Susan McLeod, and William Condon
Working with Administrators: A Dialogue on Dialogue by Richard H. Haswell and Susan McLeod
Program Future: Eight Questions
Whither? Some Questions, Some Answers
References
Appendices
Authors Notes