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Yancey, Kathleen Blake – Theory Into Practice, 2015
How does one grade an electronic portfolio? This question is one I have thought about, have enacted, and have written about, primarily in reference to ePortfolios used in writing classrooms (Yancey, McElroy, & Powers, 2013). But what happens when the content and developmental levels are changed, in this case from an undergraduate first-year…
Descriptors: Grading, Portfolio Assessment, Electronic Publishing, Teaching Methods
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O'Sullivan, Íde; Hart, D. Alexis; Holmes, Ashley J.; Knutson, Anna V.; Sinha, Yogesh; Yancey, Kathleen Blake – Composition Forum, 2022
This article draws on examples of student interviews incorporating multiple modalities to explore the writing lives of students as part of a larger project focusing on participants' experiences of writing within and beyond the university. We explain this innovative, iterative research method combining multiple texts and maps, characterizing it as…
Descriptors: Writing Research, Writing (Composition), Writing Processes, Interviews
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Hesse, Doug; Sommers, Nancy; Yancey, Kathleen Blake – College English, 2012
Objects are rich sources of inquiry; they invite individuals to observe closely, pose questions, forge connections, and anchor ideas in the concrete. By examining a son's craft project, a family photograph, and an image of tectonic plates, the authors demonstrate how objects can elicit rhetorical invention. While this venture started as a writing…
Descriptors: Photography, Rhetorical Invention, Writing Instruction, Teaching Methods
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Robertson, Liane; Taczak, Kara; Yancey, Kathleen Blake – Composition Forum, 2012
In this article we consider the ways in which college writers make use of prior knowledge as they take up new writing tasks. Drawing on two studies of transfer, both connected to a Teaching for Transfer composition curriculum for first-year students, we articulate a theory of prior knowledge and document how the use of prior knowledge can detract…
Descriptors: Writing Instruction, Prior Learning, Writing (Composition), Higher Education
Yancey, Kathleen Blake – National Council of Teachers of English, 2009
Historically, writes the author, humans have experienced an impulse to write; have found the materials to write; have endured the labor of composition; have understood that writing offers new possibility and a unique agency, in spite of cultures that devalued writing, that at times prohibited writing by those who may have been female or of color,…
Descriptors: Writing (Composition), Educational History, Literacy, Models
Yancey, Kathleen Blake – Principal Leadership, 2009
People are writing as never before--in blogs and text messages and on MySpace and Facebook and Twitter. Teenagers do a good deal of this writing, and in some composing environments--for example, the text-messaging space of a cell phone--they are ahead of adults in their invention of new writing practices and new genres. At the same time, teenagers…
Descriptors: Writing Assignments, Web Sites, Electronic Publishing, Writing Evaluation
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Yancey, Kathleen Blake – Change, 2005
Andrew Carnegie was born in 1835 in Dunfermeline, Scotland. Forty-six years later and on his way to becoming $400 million richer, he returned to the home of his birth and provided it with a new kind of library. Unlike the popular subscription libraries of the time that required patrons to rent books, this new library would lend them for free. It…
Descriptors: Foreign Countries, Public Libraries, Lifelong Learning, Citizenship Education
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Yancey, Kathleen Blake – College Composition and Communication, 1999
Offers an account of three "waves" of writing assessment: objective tests, holistic scoring, and portfolios. Scrutinizes these modes of assessment for how they can serve needs beyond the institutional demands of sorting and selecting students, to discover what they can tell educators about writing, teaching, and courses and programs. (SR)
Descriptors: Educational Change, Educational History, Educational Trends, Higher Education
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Yancey, Kathleen Blake – Clearing House, 1998
Argues that, if teachers do not ask students to assess their own work, they are likely to turn out not knowing how to consider and evaluate their own performances in school and in life. Discusses requesting self-assessment from students; framing and understanding self-assessment; how to ask for, and respond to, student self-assessment; and…
Descriptors: Higher Education, Secondary Education, Self Evaluation (Individuals), Student Evaluation
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Yancey, Kathleen Blake – Educational Leadership, 2004
Latest digital technologies play an important role in teaching writing and preparing students to write in the 21st century. The different technologies used to teach writing such as using visual imagery and envisionment are described.
Descriptors: Imagery, Visualization, Teaching Methods, Writing Instruction
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Yancey, Kathleen Blake – College Composition and Communication, 2004
What we ask students to do is who we ask them to be. With this as a defining proposition, I make three claims: (1) print portfolios offer fundamentally different intellectual and affective opportunities than electronic portfolios do; (2) looking at some student portfolios in both media begins to tell us something about what intellectual work is…
Descriptors: Portfolios (Background Materials), Portfolio Assessment, College Students, Writing (Composition)
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Yancey, Kathleen Blake – College Composition and Communication, 2004
"Made Not Only in Words: Composition in a New Key" is the print version of the multimodal address that former CCCC Chair Kathleen Yancey gave at the 2004 CCCC convention. Discussing the myriad forms and purposes that writing can take today, she asks us to re-examine our beliefs about what writing is and how it should be taught.
Descriptors: Writing (Composition), Writing Instruction, Literacy, Technology
Yancey, Kathleen Blake, Ed. – 1994
This collection of essays approaches "voice" as a means of expression that lives in the interactions of writers, readers, and language, and examines the conceptualizations of voice within the oral rhetorical and expressionist traditions, and the notion of voice as both a singular and plural phenomenon. An explanatory introduction by the…
Descriptors: Annotated Bibliographies, Cultural Context, Deafness, Higher Education
Yancey, Kathleen Blake, Ed. – 1992
This collection of 10 essays argues that portfolios in the writing classroom are worth exploring and that such exploration opens up new opportunities: new ways to learn to write, to think about teaching writing, to understand students, teachers, and curricula, and to describe and report on what is found. The collection makes this argument by…
Descriptors: Alternative Assessment, Higher Education, Intermediate Grades, Middle Schools
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Yancey, Kathleen Blake; Spooner, Michael – College Composition and Communication, 1998
Uses multiple typefaces to express multiple voices that call into question the conventional wisdom about collaboration and collaborative writing. Presents vignettes. Discusses "indefinite definitions," multivalent texts/ambivalent authors, collaboration and community, collaboration and identity, and collaboration qua textuality. (RS)
Descriptors: Authors, Collaborative Writing, Definitions, Higher Education
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