Download e-book for iPad: Alternatives to Grading Student Writing by Stephen Tchudi

By Stephen Tchudi

ISBN-10: 0814101305

ISBN-13: 9780814101308

Comparing a student's development as a author calls for extraordinary a fragile stability among the student's wishes and the school's wishes. This number of essays bargains a number of cutting edge techniques, concluding with rules for formulating plans of motion for introducing grading choices in school rooms, colleges, and districts.

A choice of essays, assembled by way of the NCTE's Committee on choices to Grading pupil Writing.

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3rd ed. New York: HarperCollins, 1989. Vygotsky, L. S. Mind in Society: The Development ofHigher Psychological Processes. Ed. Michael Cole, Vera John-Steiner, Sylvia Scribner, and Ellen Souber­ man. Cambridge: Harvard UP, 1978. II Responding to Student Writing 35 3 Writing Students Need Coaches, Not Judges Lynn Holaday Prescott College Lynn Holaday left the practice of law and began teaching writing several years ago, and she has not regretted it for a moment. She is currently a writing instructor in the undergraduate and master's programs at Prescott College in Prescott, Arizona, and is working on a doctorate in writing and conflict resolution at the Union Institute.

Willson. " Clearing House 50 (1977): 188-89. Glasser, William. Schools without Failure. New York: Harper, 1968. Guskey, Thomas R. " Educational Leadership 52 (Oct. 1994): 14-20. Johnson, Susan. "How Did You Do? " Gifted Child Today 18 (Mar'! Apr. 1995): 10-13. Jongsma, Kathleen Stumpf. " Reading Teacher 45 (Dec. 1991): 318-20. Keepes, Bruce D. "A School without Failure: A Description of the Glasser Approach in the Palo Alto Unified School District-/I Paper presented at the Fifty-eighth Annual Meeting of the American Educational Research Association.

In my efforts to enact it in three universities and, somewhat earlier, in small colleges, I've been helped most by the examples of mentors-Dan Kirby and Ken Kantor, then at the University of Georgia; Bernie and Martha Schein at Atlanta's Paid­ eia Middle School; Sandra Worsham at Baldwin High in Milledgeville, Georgia; and Chris Thaiss, my colleague at George Mason University. These teachers helped me dislodge the default model's dominance in my mind, allowing me to look at my work in new ways.

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