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Beyond Outcomes Assessment and Instruction Within a University Writing Program
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Richard H. Haswell, ed.
ISBN: 1-56750-619-4
ISBN-13: 978-1-56750-619-8
256 pages
Praeger Publishers
Publication: 5/30/2001
List Price: $43.95 (UK Sterling Price: £30.95)
Availability: Print on demand
Media Type: Paperback
Also Available: Hardcover
Trim Size: 6 1/8 x 9 1/4
Subjects:
Description: 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.
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 Assessment 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 Experience: 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
About the Author: RICHARD H. HASWELL is Haas Professor of English at Texas A&M University, Corpus Christi. He was Director of Composition at Washington State University from 1972 to 1982, and from 1993 to 1996 he directed the Washington State University Office of Writing Assessment. His previous books include Gaining Ground in College Writing: Tales of Development and Interpretation (1991), The HBJ Reader (1987), and, with Min-Zhan Lu, Comp Tales: An Introduction to College Composition through its Stories (2000).
LCC Class: 808
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