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ERIC Number: ED358458
Record Type: Non-Journal
Publication Date: 1993-Apr-1
Pages: 9
Abstractor: N/A
Reference Count: N/A
Standards of Performance: Evaluating Grading Standards and Their Role in Student Revision Processes.
Crawford, Wayne
A study examined whether student-constructed grading criteria complicate or reduce teacher or programmatic standards and determined whether written criteria actually drive students' writing and revising processes. Published criteria for evaluating compositions in 22 college and university writing programs across the nation were analyzed. In terms of both frequency and commentary, idea or focus, organization, development, word choice and usage, were approximately equal and double that of the next category, style. While audience and purpose are listed as categories on one-fourth of the criteria, they appear frequently in descriptions of other categories. In a case study of revising processes, Shon, a student in a sophomore level, source-based, composition classroom at Illinois State University, was interviewed and participated in a talking aloud protocol regarding generation of text and the revision of text. In his revision protocol, Shon refers to what he is doing 41 times, devoting most of his attention to choosing the right words, adding detail or focus, and making corrections of punctuation. Four experienced instructors at Western Illinois University read the same draft and made suggestions for revision. Of the 22 suggestions by the four teachers, Shon addressed 18 of them in his revision. Findings suggest that the use of grading standards, especially written criteria, when problematized across a range of writing situations, may be a highly productive teaching strategy. (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A