This Handbook critically examines research and theoretical issues that impact writing development from the early years through to adulthood. It provides those researching or teaching literacy with one of the most academically authoritative and comprehensive works in the field. With expert contributors from across the world, the book represents a detailed and valuable overview of a complex area of study.

Toward a New Understanding for Classroom Writing Assessment

Toward a New Understanding for Classroom Writing Assessment

Toward a new understanding for classroom writing assessment

For over a hundred years, assessment has been a contested issue in the teaching of writing (Elliot, 2005; Lynne, 2004). James Berlin (1987), James Britton et al. (1975) and other early scholars in writing pedagogy characterized traditional approaches to teaching writing as employing strict attention to stylistic, mechanical, and grammatical conventions. Three to four decades ago, the new rhetoric, as it was known at the college level or whole language, as it is called for K-121 emphasized writing as a process and deemphasized responding to student writing primarily in terms of its approximation of stylistic and grammatical conventions. Regardless of the attention given to writing and its teaching over the ...

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