(DOWNLOAD) "Evaluation Vs. Grading in Honors Composition Or How I Learned to Stop Worrying About Grades and Love Teaching (Forum on "Grades, Scores, And Honors")" by Journal of the National Collegiate Honors Council # eBook PDF Kindle ePub Free
eBook details
- Title: Evaluation Vs. Grading in Honors Composition Or How I Learned to Stop Worrying About Grades and Love Teaching (Forum on "Grades, Scores, And Honors")
- Author : Journal of the National Collegiate Honors Council
- Release Date : January 22, 2007
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 220 KB
Description
As a professor of composition and technical communication, I have had extensive training for and experience with evaluating student writing. The intellectual work of composition as an academic discipline manifests itself in three areas: rhetorically-based composition theory, empirical research of both qualitative and quantitative natures, and--unlike other disciplines aside from education--the applications of that theory and research to build sound teaching practices. In the pedagogical third of our scholarship, compositionists learn not only to design syllabi and assignments that will meet educational goals for students who will need to argue, research, and write at the postsecondary level, but also to establish criteria and develop techniques for useful evaluation of student performance. As early as the master's level, graduate teaching assistants typically take a course on theory and practice in composition before or during their first semester of teaching. They do not lead laboratory sections or grade papers for a professor; rather, they are fully responsible for teaching at least one composition course, more likely two or more, for their school's freshman writing program. At times, undergraduate students in my technical writing courses, particularly those majoring in hard sciences or engineering, express their surprise that although I have a Ph.D., I continue to grade all their papers myself rather than assigning this seemingly onerous task to a graduate assistant. As a professor, I have indeed supervised graduate students who assisted with my research projects, and I have mentored teaching assistants through their first year of teaching, but I have always personally graded all of the assignments from all of my courses.