Coming to terms theorizing writing assessment in composition studies
In a provocative book-length essay, Patricia Lynne argues that most programmatic assessment of student writing in U.S. public and higher education is conceived in the terms of mid-20th century positivism. Since composition as a field had found its most compatible home in constructivism, she asks, wh...
| Autor principal: | |
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| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
Logan, Utah :
Utah State University Press
c2004.
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| Materias: | |
| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009430347606719 |
| Sumario: | In a provocative book-length essay, Patricia Lynne argues that most programmatic assessment of student writing in U.S. public and higher education is conceived in the terms of mid-20th century positivism. Since composition as a field had found its most compatible home in constructivism, she asks, why do compositionists import a conceptual frame for assessment that is incompatible with composition theory? By casting this as a clash of paradigms, Lynne is able to highlight the ways in which each theory can and cannot influence the shape of assessment within composition. She lament |
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| Notas: | Description based upon print version of record. |
| Descripción Física: | 1 online resource (201 p.) |
| Bibliografía: | Includes bibliographical references (p. [181]-189) and index. |
| ISBN: | 9781283267052 9786613267054 9780874214826 |
| Acceso: | Open Access |
