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by Charles Raymond Ed. Cooper and Lee Ed. Odell
Cover type: Paperback
List price: $33.95
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A sequel to Cooper and Odell's 1977 bestseller, Evaluating Writing, this collection will guide a new generation of writing teachers through the complexities of evaluation. The 17 essays collected here represent a variety of approaches to evaluat ion, but underlying all of them are some common beliefs about what is fundamentally important to our work as writing teachers. Specifically, these articles assume that we need to distinguish between grading and evaluation, develop our abilit y to describe students' writing, connect teaching and evaluation, and continually reexamine the assumptions and practices that guide our evaluation of student writing.
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Evaluating Writing : The Role of Teachers' Knowledge About Text, Learning, and Culture
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A sequel to Cooper and Odell's 1977 bestseller, Evaluating Writing, this collection will guide a new generation of writing teachers through the complexities of evaluation. The 17 essays collected here represent a variety of approaches to evaluat ion, but underlying all of them are some common beliefs about what is fundamentally important to our work as writing teachers. Specifically, these articles assume that we need to distinguish between grading and evaluation, develop our abilit y to describe students' writing, connect teaching and evaluation, and continually reexamine the assumptions and practices that guide our evaluation of student writing.
A sequel to Cooper and Odell's 1977 bestseller, Evaluating Writing, this collection will guide a new generation of writing teachers through the complexities of evaluation. The 17 essays collected here represent a variety of approaches to evaluat ion, but underlying all of them are some common beliefs about what is fundamentally important to our work as writing teachers. Specifically, these articles assume that we need to distinguish between grading and evaluation, develop our abilit y to describe students' writing, connect teaching and evaluation, and continually reexamine the assumptions and practices that guide our evaluation of student writing.
