ERIC Number: EJ718837
Record Type: Journal
Publication Date: 2005-Jun
Reference Count: 12
Student Writing, Assessment, and the Motivated Sign: Finding a Theory for the Times
Assessment and Evaluation in Higher Education, v30 n3 p297-305 Jun 2005
This paper aims to encourage teachers in higher education to reflect on the criteria they apply when assessing students' academic writing. Grounding its arguments in readings of postgraduate students' texts, the paper identifies complexities that evaded the teachers' assessments. These complexities are made visible by the development of particular theoretical perspectives. The concept of the "motivated sign" is given central significance in view of its relevance to the increasing diversity of student histories and expectations in higher education classrooms in the UK.
Descriptors: Higher Education, Writing Instruction, Writing Evaluation, Evaluation Criteria, Academic Discourse, Foreign Countries, Teacher Attitudes, Graduate Students
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom