Investigates writing teachers can achieve reliability when grading their students' writing.
Written in 2007; 1,860 words; 14 sources; MLA; $ 59.95
Paper Summary:
This paper explains that, unlike more empirical subjects such as math, judging the quality of writing is highly subjective and determined largely by context. After analyzing several scholarly articles that have addressed this issue across the last fifty years, the paper concludes that early efforts to make the grading of composition more precise have given way to trends that try to separate the teacher from the act of grading. However, the paper then relates that, recently, critics seem to have given up on finding ways to eliminate bias because overall reliability in grading is not necessarily obtainable. Instead, teachers should seek consistency. The paper includes an annotated bibliography.
From the Paper:
"As early as 1960, Luella Cook suggests a radical departure from traditional ideas of grading. In her article, "The Search For Standards," Cook argues that required courses, such as the freshman composition class, are a space where students seek to grow and develop in language power. Our standards should therefore be termed "goals". These goals, argues Cook, should be relative to the skill levels of each student, and should "indicate individual improvement". Thus, a grading system, which rates students with letter grades is "not useful"."
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