By Bob Broad
As necessary as they've been, the nice weak point of departmental writing rubrics lies in what they miss. They current a handful of inarguably very important standards during which writing will be evaluated, yet they put out of your mind dozens of alternative standards (such as "interest," "tone," or "commitment") wherein any rhetorical functionality can be prone to be judged. They in achieving evaluative brevity and readability, yet in so doing, they quit their descriptive and informative capability. briefly, conventional rubrics and scoring courses hinder writing academics from telling the reality approximately what they think, what they train, and what they honestly worth in scholar writing.
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Additional resources for What We Really Value: Beyond Rubrics in Teaching and Assessing Writing
V4 2/4/03 11:23 AM Page 26 26 W h a t We R e a l l y Va l u e Deﬁning the core group of participants As explained above in “Research Context,” participants in the FYE portfolio program included ﬁfty instructors of English 1, divided into Teams A, B, and C. During midterm norming (week 4), three factors led me to exclude Team B from the core group of participants: 1. Two members of Team B declined to participate in the research and withheld consent to be recorded or interviewed. 2. Team B had a relatively high proportion of adjunct instructors, several of whom informed me that they simply did not have time to be interviewed.
These are qualities in texts that led readers to admire the author. When, on the other hand, the qualities of effort and risk taking were perceived as missing, the author might be viewed as a slacker who doesn’t care about herself, her writing, or her instructor. v4 2/4/03 11:23 AM Page 43 Te x t u a l C r i t e r i a 43 Figure 5 Change in Student-Author Change in Student-Author Learning Progress Growth Affective/Moral Effort Taking risks Revision Process Antonyms: they almost haven’t tried; he doesn’t really try in there; he doesn’t want to deal with some explosive stuff; the student didn’t seem to take much trouble with this paper; carelessness; FAILURE to attend to these [errors]; this person did not go and seek help!
Dynamic Criteria Mapping seizes on those new possibilities. ) is that it did not occur to me until long after my data collection and earlier analyses of those data were complete. From the standpoint of qualitative methods, this late blooming is a good thing because it means this research question could not have inappropriately guided decisions I made in collecting data. The delayed appearance of questions regarding participants’ criteria for evaluating rhetorical performances is also bad news. It means that I did not have the opportunity to interview participants on the most pressing issues in this study, for my interviews were focused on questions appropriate to the analytical frameworks of my earlier research (see Broad 1997; 2000; 1994a; 1994b).