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ERIC Number: EJ998954
Record Type: Journal
Publication Date: 2012-May
Pages: 4
Abstractor: ERIC
Reference Count: 3
ISBN: N/A
ISSN: ISSN-0013-8274
Research for the Classroom: Lost in Translation--Assessing Writing of English Language Learners
Meyer, Tom; Young, Martha; Lieberstein-Solera, Fabiola
English Journal, v101 n5 p93-96 May 2012
One of the most challenging aspects of the teaching profession, at all levels, is to identify and illuminate assumptions--one's students' and one's own. This article describes how three members of the Hudson Valley Writing Project (HVWP) at the State University of New York (SUNY) at New Paltz worked closely with the National Writing Project's Analytic Writing Continuum (AWC) to explore the question, "What if the writing rubrics we use don't make sense to our bilingual students or their teachers?" The 18-month process enabled the three members to articulate and think deeply about their ideas about writing and its assessment. Their discussions led to the realization that good writing had to be defined, as did their expectations of writing from different contexts representing different writing tasks and different moments of development. Perhaps most importantly, they developed a reflective scoring process that helped them to refine the Spanish-translated AWC before using it to score writing from the HVWP's Bilingual Youth Writing Program. The study of the English and the Spanish-translated AWC rubrics created opportunities for learning and also for rich teacher reflection on student writing, writing instruction, and writing assessment. Given the contemporary pressures to improve student writing for college and career readiness, they envision great promise in using these materials to foster discussion about writing in professional development settings and classrooms.
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York