Resource Topics
Research - Assessment
Featured Resources
Purposeful Writing: Genre Study in the Secondary Writing Workshop
January 2009
NWP's For Your Bookshelf audio series talks to Tracy Rosewarne and Rebecca Sipe of the Eastern Michigan Writing Project about their book Purposeful Writing: Genre Study in the Secondary Writing Workshop.
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On the Verge of Understanding: A District-Wide Look at Student Writing
April 2008
Kathleen Reddy-Butkovich
In this chapter from Writing Intention: Prompting Professional Learning through Student Work, the author and colleagues from Michigan writing projects use an examination of student work to discover what it is that student writers are "on the verge of understanding." They apply these observations to arrive at some implications for teaching and learning in their school district.
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Linking Genre to Standards and Equity
The Quarterly,
2004
Tom Fox
Fox describes the work of teachers who link genre and purpose, bridging the gap between disenfranchised students and schools.
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Additional Resources
A Briefing on Informing Writing: The Benefits of Formative Assessment
September 2011
NWP's Director of National Programs, Tanya Baker, spoke at a briefing held on September 15, 2011 by the Alliance for Excellent Education. The briefing was on a recent report. Informing Writing: The Benefits of Formative Assessment, which identifies instructional practices shown to improve students' writing abilities.
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Book Review: Rethinking Rubrics in Writing Assessment by Maja Wilson
The WAC Journal,
November 2009
Meg Petersen
What does assessment without rubrics look like and where will it take us? Maja Wilson, a teacher-consultant with the Crossroads Writing Project in Michigan, rethinks rubrics.
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Works in Progress: First-Year College Students after EN101
The Quarterly,
Spring 2001
Helen Collins Sitler
Sitler wonders whether her first-year college students are transferring the writing knowledge they take from her class to new contexts when they leave it. Her study concludes that they are making appropriate transfers.
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TR 41. Evaluating Text Quality: The Continuum from Text-Focused to Reader-Focused Methods
National Center for the Study of Writing and Literacy Technical Report,
March 1990
Karen A. Schriver
Schriver discusses three methods for evaluating text quality: text-focused, expert-judgment-focused, and reader-focused. She concludes that reader-focused approaches offer the best opportunity for detecting problems in a text.
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TR 23. Students' Self-Analyses and Judges' Perceptions: Where Do They Agree?
National Center for the Study of Writing and Literacy Technical Report,
May 1989
John Ackerman
This report summarizes student accounts of how they composed a first draft and then compares and contrasts how students and teachers evaluated the same essay.
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