NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED345269
Record Type: RIE
Publication Date: 1992-Mar
Pages: 8
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Extending the Context of Evaluation: Writing Letters, Not Merely Letter Grades.
Rhodes, Barbara C.
One way to help teachers know how to give better assistance to students is to have students analyze their papers in a letter or memo attached to their essays. In one class, such memos are called "Learning from your own writing process," and typically describe: (1) what the student was trying to do; (2) what seemed to work or not work in the writing process or in the workshop and peer evaluation process; (3) how the paper developed and changed; (4) what major decisions were made in composing/revising; (5) what parts students want the teacher to look at in particular; and (6) what was learned from the assignment. Students thus become active participants in the evaluation/revision process rather than passive recipients. Self-evaluation is crucial to the development of an individual's perception of writing as an important and "natural" way to investigate problems and present ideas. (Four appendixes contain memo instructions, a student memo, and a student essay that contains the teacher's response to the student memo. (SR)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Writing Contexts
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (43rd, Cincinnati, OH, March 19-21, 1992).