Aerrin. "The Best Part about Grading Undergraduate Essays? Plagiarism!" Weblog entry. The Easily Amused Are Never Bored. 27 Feb. 2006.
Agnew,
Eleanor. "Cross Purposes: Grade Deflation, Classroom Practices." Grading
in the Post-Process Classroom: From Theory to Practice. Ed. Libby Allison, Lisbeth Bryant, and
Maureen Hourigan. Westport, CT: Heinemann Boynton/Cook, 1997. 36-50.
Agnew, Eleanor. "Rigorous Grading Does not Raise Standards: It only Lowers Grades." Assessing Writing 2.1 (1995): 91-103.
Allison,
Libby, Lisbeth Bryant, and Maureen Hourigan, eds. Grading in the
Post-Process Classroom: From Theory to Practice. Westport, CT: Heinemann Boynton/Cook,
1997.
Alvarez, Deborah. "Why Students Fail."
Journal of Teaching Writing
19.1-2 (2001): 76-95.
Anson, Chris M. "Response and the Social Construction of Error." Assessing Writing 7.1 (Feb. 2000): 5-21.
Anson, Chris M., and Deanna P. Dannels. "Developing Rubrics for Instruction and Evaluation." Strategies for Teaching First-Year Composition. Ed. Duane Roen, Veronica Pantoja, Lauren Yena, Susan K. Miller, and Eric Waggoner. Urbana, IL: NCTE, 2002. 387-400.
Anson, Chris M. "Response to Writing and the Paradox of Uncertainty." Writing and Response: Theory, Practice, and Research. Ed. Chris M. Anson. Urbana, IL: NCTE, 1989. 1-14.
Anson, Chris M. Writing and Response: Theory, Practice, and Research. Urbana, IL: NCTE, 1989.
Anson, Chris M., et al. Scenarios for Teaching Writing: Contexts for Discussion and Reflective Practice. Urbana, IL: National Council of Teachers of English, 1993.
Arnold, L.V.
"Writer's Cramp and Eyestrain: Are They Paying Off?" English
Journal 53 (1964):
10-15.
Bamberg,
Betty. "Composition Instruction Does Make a Difference: A Comparison of
the High School Preparation of College Freshmen in Regular and Remedial English
Classes." Research in the Teaching of English 12 (1978): 47-59.
Banerjee,
Payal, et al. Using Writing to Teach.
Syracuse, NY: The Graduate
School of Syracuse University, 2002.
Barnes, Linda
Laube. "Gender Bias in Teachers' Written Comments." Gender in the
Classroom: Power and Pedagogy.
Ed. Susan L. Gabriel and Isaiah Smithson. Urbana, ILL: U. of Illinois P, 1990.
140-159.
Bartlett,
Thomas. "Report Examines Causes and Consequences of Grade Inflation and
Uncritical Recommendations." Chronicle of Higher Education (4 February 2002).
<http://chronicle.com/daily/2002/02/2002020401n.htm> 19 February 2002.
Batt, Thomas A. "The Rhetoric of the End Comment." Rhetoric Review 24.2 (2005): 207-223.
Beaven, Mary
H. "Individualized Goal Setting, Self-Evaluation, and Peer
Evaluation." Evaluating Writing. Ed. C. Cooper and L. Odell. Urbana, IL: National Council
of Teachers of English, 1977. 135-53.
Belanoff,
Pat. "What Is a Grade?" The Subject is Writing: Essays by Teachers
and Students. Ed. Wendy
Bishop. 2nd. ed. Portsmouth, NH: Boynton/Cook, 1999. 147-155.
Belcher.
Diane D. "Peer vs. Teacher Response in the Advanced Composition
Class." Issues in Writing
2.2 (Spring/Summer 1990): 128-50.
Berzsenyi,
Christyne A. "Comments to Comments: Teachers and Students in Written
Dialogue about Critical Revision." Composition Studies 29.2 (Fall 2001): 71-92.
Bishop,
Wendy. "Qualitative Evaluation and the Conversational Writing
Classroom." Journal of Teaching Writing (Special issue, 1989): 267-87.
Bizzaro,
Patrick. "The Concept of Control in Historical Perspective." College
Composition and Communication 48.2
(May 1997): 269-272.
Bizzaro,
Patrick. "Evaluating Student Poetry Writing: A Primary-Trait Scoring
Model." Teaching English in the Two-Year College 17 (February 1990): 54-61.
Bleich,
David. Know and Tell: A Writing Pedagogy of Disclosure, Genre, and
Membership. Westport,
CT: Boynton/Cook, 1998.
Bleich,
David. "What Can Be Done about Grading?" Grading in the
Post-Process Classroom: From Theory to Practice. Ed. Libby Allison, Lisbeth Bryant, and
Maureen Hourigan. Westport, CT: Heinemann Boynton/Cook, 1997. 15-35.
Bloom, Lynn
Z. "Why I (Used to) Hate to Give Grades." College Composition and
Communication 48.3
(October 1997): 360-371.
Blumenthal,
Michael. "A Letter to My Students." Chronicle of Higher Education 17 August 2001.
<http://chronicle.com/free/v47/i49/49b00501.htm>.
Bombardieri,
Marcella. "Princeton Plan
Seeks to Ease Grade Inflation."
Boston Globe 8
April 2004.
<http://www.boston.com/news/nation/articles/2004/04/08/princeton_plan_seeks_to_ease_grade_inflation/>.
Bourdieu, Pierre. The State Nobility: Elite Schools in the Field of Power. 1989. Trans. Lauretta C. Clough. Stanford, CA: Stanford UP, 1996.
Braddock,
Richard, Richard Lloyd-Jones, and Lowell Schoer. Research in Written
Composition. Champaign,
IL: National Council of Teachers of English, 1963.
Brannon, Lil,
and C.H. Knoblauch. "On Students' Rights to Their Own Texts: A Model of
Teacher Response." College Composition and Communication 33 (1982): 157-66.
Brighouse,
Harry. "Is Grade Inflation
Real?" Weblog entry. Crooked Timber 26 July 2005.
<http://crookedtimber.org/2005/07/26/is-grade-inflation-real/>.
Broad, Robert
L. "'Portfolio Scoring': A Contradiction in Terms." New Directions
in Portfolio Assessment: Reflective Practice, Critical Theory, and Large-Scale
Scoring. Ed. Laurel
Black, et al..
Portsmouth, NYH: Boynton/Cook, 1994. 263-76.
Bullock,
Richard. "Autonomy and Community in the Evaluation of Writing." The
Politics of Writing Instruction: Postsecondary. Ed. Richard Bullock and John Trimbur.
Portsmouth, NH: Boynton/Cook, 1991. 189-202.
Burkland,
Jill, and Nancy Grimm. "Motivating Through Responding." Journal of
Teaching Writing 5
(1986): 237-48.
Butler, J.F.
"Remedial Writers: The Teacher's Job as Corrector of Papers." College
Composition and Communication
31 (1980): 270-77.
Caernarvon-Smith,
Patricia. Audience Analysis and Response. Pembroke: Firman Technical Publications, 1983.
Callahan, Susan. " Responding to the Invisible Student." Assessing Writing 7.1 (Feb. 2000): 57-77.
Cannon, Sally
I. "The Reading of Literature and Responding to Student Writing." Journal
of Teaching Writing
(Special issue, 1989): 239-54.
Chandler,
Jean. "Positive Control." College Composition and Communication 48.2 (May 1997): 273-274.
Clio,
Max. "Grading on My
Nerves." Chronicle of
Higher Education 18
November 2003.
<http://chronicle.com/jobs/2003/11/2003111801c.htm>.
Connors,
Robert, and Cheryl Glenn. The
New St. Martin's Guide to Teaching Writing. Boston: Bedford/St. Martin's, 1999.
Connors,
Robert J., and Andrea A. Lunsford. "Teachers'
Rhetorical Comments on Student Papers." College Composition and
Communication 44 (May
1993): 200-23.
Cooper,
Charles R., and Lee Odell, eds. Evaluating Writing: The Role of Teachers'
Knowledge about Text, Learning, and Culture. Urbana, IL: National Council of Teachers of English, 1998.
Coplin,
Bill. "Grade Inflation Works
for Today's Students." USA
Today 22 April
2004: A13.
<http://www.usatoday.com/usatonline/20040422/6135999s.htm>.
Coulter,
Lauren Sewell. "Lean, Mean Grading Machines? A Bourdieuian Reading of
Novice Instructors in a Portfolio-Based Writing Program." WPA: Writing
Program Administration
23.3 (Spring 2000): 33-50.
Cross, K.
Patricia, and Thomas Angelo. Classroom Assessment Techniques: A Handbook for
Faculty. Ann Arbor,
Michigan: NCRIPTAL, 1988.
Davidson,
Carl. "A Student Syndicalist
Movement: University Reform
Revisited." New Left Notes (9 September 1966): 2, 11.
Diederich,
Paul B. "Descriptions of Papers Rated High, Middle, and Low on Eight
Qualities." Measuring Growth in English. Urbana, IL: National Council of Teachers
of English, 1974. 53-58.
Diederich,
Paul B., J.W. French, and S.T. Carlton. Factors in Judgments of Writing
Ability. ETS, 1961.
Dobler,
Judith M., and William J. Amoriell. "Comments on Writing: Features that
Affect Student Performance." Journal of Reading (1988): 214-223.
Dolphin,
William. "Taking Students to Task: Grading as a Collaborative
Engine." Grading in the Post-Process Classroom: From Theory to
Practice. Ed. Libby
Allison, Lisbeth Bryant, and Maureen Hourigan. Westport, CT: Heinemann
Boynton/Cook, 1997. 114-119.
Durst,
Russel, Chester Laine, Lucille M. Schultz, and William Vilter. "Appealing
Texts: The Persuasive Writing of High School Students." Written
Communication 7 (April
1990): 200-231.
Edwards,
Renee. "Sensitivity to Feedback and the Development of Self." Communication
Quarterly 38 (1990):
101-11.
Elbow, Peter. "Embracing Contraries in the Teaching Process." College English 45.4 (April 1983): 327-39.
Elbow, Peter. Embracing Contraries: Explorations in Learning and Teaching. New York: Oxford UP, 1986.
Elbow, Peter. "High Stakes and Low Stakes in Assigning and Responding to Writing." Dialogue on Writing: Rethinking ESL, Basic Writing, and First-Year Composition. Ed. Geraldine DeLuca, Len Fox, Mark-Ameen Johnson, and Myra Kogen. Mahwah, NJ: Lawrence Erlbaum, 2002.
Elbow, Peter. "Ranking, Evaluating, and Liking: Sorting out Three Forms of Judgment." College English 55.2 (February 1993): 187-206.
Elbow, Peter. "Taking Time out from Grading and Evaluating while Working in a Conventional System." Assessing Writing 4.1 (1997): 5-27.
The
Emperor's Club. Dir. Michael Hoffman. Perf. Kevin Kline, Emile Hirsch, and
Embeth Daviditz. Universal, 2002.
Ericsson, Patricia Freitag, and Richard Haswell. Machine Scoring of Student Essays: Truth and Consequences. Utah State UP, 2006.
Eurich, Alvin
C. "Should English Composition Be Abolished?" English Journal coll. ed. 21 (1932): 211-19.
Faigley,
Lester, et al. Assessing
Writers' Knowledge and Processes of Composing. Norwood, NJ: Ablex, 1985.
Faigley,
Lester. Fragments of Rationality: Postmodernity and the Subject of
Composition. U
Pittsburgh P, 1992.
Faigley,
Lester. "Judging Writing, Judging Selves." College Composition and
Communication 40
(December 1989): 395-413.
Fife, Jane
Mathison, and Peggy O'Neill. "Moving beyond the Written Comment: Narrowing
the Gap between Response Practice and Research." College Composition
and Communication 53.2
(December 2001): 300-321.
Fischer, Ruth
Overman. "What Makes Writing
'Good'?/What Makes a 'Good' Writer?." Strategies for Teaching First-Year Composition.
Ed. Duane Roen, Veronica Pantoja, Lauren Yena, Susan K. Miller, and Eric
Waggoner. Urbana, IL: NCTE,
2002. 401-403.
Flores, Juan
F. "Grading from a 'No Curve' Pedagogy." Grading in the
Post-Process Classroom: From Theory to Practice. Ed. Libby Allison, Lisbeth Bryant, and
Maureen Hourigan. Westport, CT: Heinemann Boynton/Cook, 1997. 120-124.
Forbes,
Cheryl. "Reading Portfolios Conversationally." New Directions in
Portfolio Assessment: Reflective Practice, Critical Theory, and Large-Scale
Scoring. Ed. Laurel
Black, et al..
Portsmouth, NYH: Boynton/Cook, 1994.
Freedman,
Sarah Warshauer. "The Registers of Student and Professional Expository
Writing: Influences on Teachers' Responses." New Directions in
Composition Research.
Ed. Richard Beach and Lillian S. Bridwell. New York: Guilford, 1984: 334-47.
Freedman,
Sarah Warshauer. Response to Student Writing. Urbana, IL: NCTE, 1987.
Gale, Xin
Liu. "Judgment Deferred: Reconsidering Institutional Authority in the
Portfolio Writing Classroom." Grading in the Post-Process Classroom:
From Theory to Practice. Ed.
Libby Allison, Lisbeth Bryant, and Maureen Hourigan. Westport, CT: Heinemann
Boynton/Cook, 1997. 75-93.
Gellis,
Mark. "Grading with an
Attitude." Pedagogy 2.3 (2002) 416-419.
Gillis,
Philip D. "Using Computer Technology to Teach and Evaluate
Prewriting." Computers and the Humanities 21 (1987): 3-19.
Golson,
Emily. "Parallel
Structures." Strategies
for Teaching First-Year Composition. Ed. Duane Roen, Veronica Pantoja,
Lauren Yena, Susan K. Miller, and Eric Waggoner. Urbana, IL: NCTE, 2002. 550-558.
Golub, Jeffrey. More Ways to Handle the Paper Load: On Paper and Online. Urbana: National Council of Teachers of English, 2005.
Gottschalk, Katherine
K.. "The Ecology of Response to Student
Writing." ADE Bulletin 134-135 (Spring/Fall 2003): 49-56.
Gottschalk, Katherine
K., and Keith Hjortshoj. The
Elements of Teaching Writing for Instructors in All Disciplines. Boston: Bedford/St. Martin's, 2004.
"Grade
Inflation Spurs Harvard Changes." CNN.COM/Education (19 April 2002).
<http://www.cnn.com/2002/fyi/teachers.ednews/04/19/harvard.grade.inflation.ap/index.html>.
Greene, Beth
G. "To Correct or Not to Correct: That's a Good Question." Composition
Chronicle 3 (March
1990): 8-9.
Greenhalgh,
Anne M. "Voices in Response: A Postmodern Reading of Teacher
Response." College Composition and Communication 43.3 (October 1992): 401-10.
Grogan,
Nedra, and Donald A. Daiker. "Team-Grading in College Composition." WPA:
Writing Program Administration
13.1-2 (Fall/Winter 1989): 25-33.
Hairston,
Maxine. "Not All Errors Are Created Equal: Nonacademic Readers in the
Professions Respond to Lapses in Usage." College English 43 (1981): 794-806.
Hairston,
Maxine. "On Not Being a Composition Slave." Training the New
Teacher of Composition.
Ed. Charles W. Bridges. Urbana, IL: National Council of Teachers of English,
1986. 117-24.
Hamp-Lyons,
Liz. Holistic Writing Assessment of LEP Students. Denver, CO: Center for Research in
Applied Language, U of Colorado at Denver, 1991.
Harkin,
Patricia, and James Sosnoski. "The Case for Hyper-gradesheets: A Modest
Proposal." College English
54.1 (January 1992): 22-30.
Harrington,
Susanmarie. "'Some People
Just Don't Write Well': Composing
and Grading Amid Conflict in the Classroom." Conflicts and Crises in the Composition Classroom—and
What Instructors Can Do About Them. Ed. Dawn Skorczewski and Matthew
Parfitt. Portsmouth, NH: Boynton/Cook, 2003. 88-96.
Harris,
Muriel. "Evaluation: The Process for Revision." Journal of Basic
Writing 1.4 (1978):
82-90.
Harvey,
Gordon. "Repetitive
Strain: The Injuries of Responding
to Student Writing." ADE
Bulletin 134-135
(Spring/Fall 2003): 43-48.
Haswell,
Richard H. "Grades, Time, and the Curse of Course." College Composition
and Communication 51.2
(December 1999): 284-295.
Haswell,
Richard H. "Minimal Marking." College English 45 (1983): 600-4.
Hayes, M.,
and D. Daiker. "Using Protocol Analysis in Evaluating Responses to Student
Writing." Freshman English News 13 (1984): 1-5.
Herrington,
Anne, and Charles Moran.
"What Happens When Machines Read Our Students' Writing? College English 63.4 (March 2001): 480-499.
Hillocks,
George. "The Interaction of Instruction, Teacher Comment, and Revision in
Teaching the Composing Process." Research in the Teaching of English 16 (1982): 261-78. [file Responding]
Hindman, Jane
E. "Contexts and Criteria for
Evaluating Student Writing." Strategies
for Teaching First-Year Composition. Ed. Duane Roen, Veronica Pantoja,
Lauren Yena, Susan K. Miller, and Eric Waggoner. Urbana, IL: NCTE, 2002. 404-421.
Hodges,
Elizabeth. "And the Question
Is This—'What Lessons Can We, as Writers, Take from This Reading for Our Own
Writing?" Strategies for
Teaching First-Year Composition. Ed. Duane Roen, Veronica Pantoja,
Lauren Yena, Susan K. Miller, and Eric Waggoner. Urbana, IL: NCTE, 2002. 527-535.
Horvath,
Brooke K. "The Components of Written Response: A Practical Synthesis of
Current Views." The Writing Teacher's Sourcebook. Ed. Gary Tate, Edward P.J. Corbett, and
Nancy Myers. 3rd ed. New York: Oxford UP, 1994. 207-23.
Howard,
Rebecca Moore, and Sandra Jamieson. The Bedford Guide to Teaching Writing in
the Disciplines: An Instructor's Desk Reference. Boston: Bedford Books of St. Martin's
Press, 1995. Chapter 11, "Grading Student Writing," 208-231.
Howard,
Rebecca Moore. "Course
Management Guidelines." Strategies
for Teaching First-Year Composition. Ed. Duane Roen, Veronica Pantoja,
Lauren Yena, Susan K. Miller, and Eric Waggoner. Urbana, IL: NCTE, 2002. 212-215.
Howard,
Rebecca Moore, and Margaret Himley.
"Guidelines for Grading in Studio Writing Courses." The Writing Program, Syracuse
University, 17 July 2002.
<http://wrt.syr.edu/pub/grading.html>.
Hunt, Russell
A. "''Could You Put in Lots of Holes?'" Language Arts (1987).
Hunt, Russell
A. Essay in Writing and Response: Theory, Practice, and Research. Ed. Chris M. Anson. Urbana, IL: NCTE,
1989.
Hurwitz,
Sol. "Indiana Essays Being
Graded by Computers." New
York Times 19 May
2004. 21 May 2004
<http://www.nytimes.com/2004/05/19/education/19indiana.html>.
Jabo, Carol. Papers, Papers, Papers: An English Teacher's Survival Guide. Portsmouth, NH: Heinemann, 2005.
Jeffery, Francie, and Bonita Selting. "Reading the Invisible Ink: Assessing the Responses of Non-Composition Faculty." Assessing Writing 6.2 (1999): 179-197.
Kahn, Seth
L. "Another Kind of
Teacher-Student Talk:
Conversational Responding and Revising." Strategies for Teaching First-Year Composition.
Ed. Duane Roen, Veronica Pantoja, Lauren Yena, Susan K. Miller, and Eric
Waggoner. Urbana, IL: NCTE,
2002. 338-354.
Kamber,
Richard, and Mary Biggs. "
Grade Conflation: a Question of Credibility." The Chronicle of Higher Education (12 April 2002). <http://chronicle.com/weekly/v48/i31/31b01401.htm
> 9 April 2002.
Karolides,
Nicholas J. "Empowering
Sentences." Strategies for
Teaching First-Year Composition. Ed. Duane Roen, Veronica Pantoja,
Lauren Yena, Susan K. Miller, and Eric Waggoner. Urbana, IL: NCTE, 2002. 536-545.
Kearns,
Edward A. "Encouraging
Editing." Strategies for
Teaching First-Year Composition. Ed. Duane Roen, Veronica Pantoja,
Lauren Yena, Susan K. Miller, and Eric Waggoner. Urbana, IL: NCTE, 2002. 566-568.
Kellogg,
Alex. P. "Harvard Faculty Approves
Major Overhaul of Grading and Honors Policies." The Chronicle of
Higher Education (23 May
2002).
<http://chronicle.com/daily/2002/05/2002052301n.htm>. 25 May 2002.
Kenkel, James, and Robert Yates. "A Developmental Perspective on
the Relationship between Grammar and Text." Journal of Basic Writing
22 (2003): 35-49.
Kerr, Nancy
H., and Madeleine Picciotto.
"Linked Composition Courses:
Effects on Student Performance." Journal of Teaching Writing 11.1 (Spring/Summer 1992): 105-18.
Kim, Loel.
"Online Technologies for Teaching Writing: Students React to Teacher Response in Voice and Written
Modalities." Research in the
Teaching of English (Feb. 2004).
Knievel,
Michael. "Gauging the Value of Online Grade Posting: An Inquiry into Full
Disclosure." Kairos
6.2 (Fall 2001). <http://english.ttu.edu/kairos/6.2/coverweb.html>.
Knoblauch,
C.H., and Lil Brannon.
"Responding to Texts:
Facilitating Revision in the Writing Workshop." Dialogue on Writing: Rethinking ESL, Basic Writing, and First-Year
Composition. Ed. Geraldine DeLuca, Len Fox,
Mark-Ameen Johnson, and Myra Kogen.
Mahwah, NJ: Lawrence
Erlbaum, 2002.
Knoblauch,
C.H., and Lil Brannon. Rhetorical Traditions and the Teaching of Writing. Upper Montclair, NJ: Boynton/Cook, 1984.
Chapter 6, "Responding to Texts: Facilitating Revision in the Writing
Workshop." Chapter 7, "The Development of Writing Ability: Some Myths
about Evaluation and Improvement."
Knoblauch,
C.H. "Teacher Commentary on Student Writing: The State of the Art." Freshman
English News 10 (Fall
1981): 1-4.
Kohn,
Alfie. "The Dangerous Myth of
Grade Inflation." The
Chronicle of Higher Education
8 November 2002.
<http://chronicle.com/weekly/v49/i11/11b00701.htm> 15 November
2002.
Kohn, Alfie. Punished
by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and
Other Bribes. Houghton Mifflin, 1993.
Lambert, Leo
M., Stacey Lane Tice, and Patricia H. Feathersone, eds. University Teaching: A Guide for Graduate Students.
Syracuse, NY: Syracuse UP,
1996.
Larson,
Richard L. "Making Assignments, Judging Writing, and Annotating Papers:
Some Suggestions." Training the New Teacher of College Composition. Ed. Charles W. Bridges. Urbana, IL:
NCTE, 1986. 109-16.
Lawson,
Bruce, Susan Sterr Ryan, and W. Ross Winterowd, eds. Encountering Student
Texts: Interpretive Issues in Reading Student Writing. NCTE, 1990.
Licklider,
Patricia. "Sector
Analysis." Strategies for
Teaching First-Year Composition. Ed. Duane Roen, Veronica Pantoja,
Lauren Yena, Susan K. Miller, and Eric Waggoner. Urbana, IL: NCTE, 2002. 559-565.
Lloyd-Jones,
Richard. "Primary Trait Scoring." Evaluating Writing: Describing,
Measuring, Judging. Ed.
Charles Cooper and Lee Odell. Urbana, IL: National Council of Teachers of
English, 1977. 33-66.
Lunsford,
Andrea A. "Essay Writing and Teachers' Responses in Nineteenth-Century
Scottish Universities." College Composition and Communication 32.4 (December 1981): 434-443.
Lunsford,
Andrea A. "The Past—and Future—of Writing Assessment." Writing Assessment:
Issues and Strategies.
Ed. Karen L. Greenberg, Harvey S. Wiener, and R.A. Donovan. New York: Longman,
1986. 1-12.
MacAllister,
Joyce. "Responding to Student Writing." Teaching Writing in All
Disciplines. Ed. C.
Williams Griffin. San Francisco: Jossey-Bass, 1982. 59-66.
Mahala,
Daniel, and Jody Swilky. "Remapping the Geography of Service in
English." College English 59.6
(October 1997): 624-46.
Mallonee,
Barbara, et al.
"Responding to Students' Drafts: Interdisciplinary Consensus." College
Composition and Communication
36 (1985): 213-31.
Malone, Anne
Righton, and Barbara Tindall. "Dear Teacher: Epistolary Conversations as
the Site of Evaluation." Grading in the Post-Process Classroom: From
Theory to Practice. Ed.
Libby Allison, Lisbeth Bryant, and Maureen Hourigan. Westport, CT: Heinemann
Boynton/Cook, 1997. 125-140.
Mathison-Fife,
Jane, and Peggy O'Neill. "Re-seeing Research on Response." College
Composition and Communication
48.2 (May 1997): 274-276.
McKenzie, Gia. "Cheating College of Charleston Students Get New Grade." ABCNews4.com 8 Aug. 2006.
McLeod, Susan
H. "Pygmalion or Golem? Teacher Affect and Efficacy." College
Composition and Communication
46.3 (October 1995): 369-86.
Meir,
Margaret. "Teacher Commentary on Student Writing in the Process-Oriented
Class." Arizona English Bulletin 28 (1985): 77-81. Reviews ERIC articles about teachers'
comments on student writing.
Miller,
Hildy. "Kaleidoscope of Values: Composition Instructors, Noncomposition
Faculty, and Students Respond to Academic Writing." Journal of Teaching
Writing 9.1
(Spring/Summer 1990): 31-44.
Mitchell,
Felicia. "Is There a Text in This Grade? The Implicit Messages of Comments
on Student Writing." Issues in Writing 6.2 (Spring/Summer 1994): 187-95.
Moffatt, Ken. "Grading as the Coding of Student Desire in the Context of Lacking." Radical Pedagogy (2006).
Moneyhun,
Clyde. "Less Is More in
Response to Student Writing."
Strategies for Teaching First-Year Composition.
Ed. Duane Roen, Veronica Pantoja, Lauren Yena, Susan K. Miller, and Eric
Waggoner. Urbana, IL: NCTE,
2002. 326-238.
Moxley,
Joseph M. "Teachers' Goals and Methods of Responding to Student
Writing." Composition Studies
20 (Spring 1992): 17-33.
Murphy, Sandra. "A Sociocultural Perspective on Teacher Response: Is There a Student in the Room?" Assessing Writing 7.1 (Feb. 2000): 79-90.
Myers,
K. "A Language in
Letters: Learning to Communicate
Honestly Through Grades." What to Expect When You're Expected to
Teach: The Anxious Craft of
Teaching Composition. Ed. Anne Bramblett and Alison
Knoblauch. Portsmouth, NH: Boynton/Cook, 2002.
A Night in
Heaven. Dir. John G. Avildsen. Perf. Lesley Ann Warren and Christopher
Atkins. Twentieth Century Fox,
1983.
Nystrand,
Martin. "Sharing Words: The Effects of Readers on Developing
Writers." Written Communication 7 (January 1990): 3-24.
Odell, Lee.
"Measuring the Effect of Instruction in Pre-Writing." Research in
the Teaching of English
8 (1974): 228-41.
O’Neill,
Peggy, and Jane Mathison Fife. "Listening to Students: Contextualizing
Response to Student Writing." Composition Studies 27.2 (Fall 1999): 39-51.
Onore,
Cynthia. "The Student, the Teacher, and the Text: Negotiating Meanings
Through Response and Revision." Writing and Response: Theory, Practice,
and Research. Ed. Chris
M. Anson. Urbana, IL: NCTE, 1989, 231-260.
Patton, Martha D.
"Research or Faculty Development? A Study of WI Faculty Commenting Practices." WPA: Writing Program Administration 27.1-2 (Fall/Winter 2003):
75-91.
Peeples, Tim,
and Bill Hart-Davidson. "Grading the 'Subject': Questions of Expertise and
Evaluation." Grading in the Post-Process Classroom: From Theory to
Practice. Ed. Libby
Allison, Lisbeth Bryant, and Maureen Hourigan. Westport, CT: Heinemann
Boynton/Cook, 1997. 94-113.
Perrin,
Porter G. "Commensurate Grading of English Composition." School
and Society 37 (25 Mar.
1933): 386-387.
Phelps, Louise Wetherbee. "Cyrano's Nose: Variations on the Theme of Response." Assessing Writing 7.1 (Feb. 2000): 91-110.
Phelps,
Louise Wetherbee. "Images of Student Writing: The Deep Structure of
Teacher Response." Writing and Response: Theory, Practice, and Research. Ed. Chris M. Anson. Urbana, IL: NCTE,
1989. 37-67.
Phelps,
Louise Wetherbee. "Surprised by Response: Student, Teacher, Editor,
Reviewer." JAC: A Journal of Composition Theory 18.2 (Spring 1998): 247-274.
Porter,
Jeffrey. "The Reasonable Reader: Knowledge and Inquiry in Freshman
English." College English
49 (1987): 332-44.
Powers, Donald E., Jill C. Burstein, Martin S. Chodorow,
Mary E. Fowles, and Karen Kukich. "Stumping E-Rater: Challenging the
Validity of Automated Essay Scoring." GREBoard Research Report, No.
98-08bP. Princeton, NJ: Educational Testing Service, 2001.
Prior, Paul. "Contextualizing Instructors' Responses
to Writing in the College Classroom." The Reading-Writing Connection. Ed. Robert Calfee, Nancy Nelson,and Nancy
Spivey. Chicago: National Society for the Study of
Education, 1998.
Prior, Paul.
"Tracing Authoritative and Internally Persuasive Discourses: A Case Study
of Response, Revision, and Disciplinary Enculturation." Research in the
Teaching of English 29.3
(October 1995): 288-325.
Purves, Alan
C. "The Teacher as Reader: An Anatomy." College English 46 (1984): 259-65.
Qualley,
Donna. "Learning to Evaluate
and Grade Student Writing: An
Ongoing Conversation." Preparing
College Teachers of Writing: Histories, Theories, Practices, and Programs.
Ed. Betty Pytlik and Sarah Liggett. Oxford UP, 2002.
278-291.
Rankin,
Libby. "An Anatomy of Awkwardness." Journal of Teaching Writing 9 (1990): 45-57.
Reynolds,
John F., and Lita Liwag-Sutcliffe. "Team Teaching and Grading in Advanced
Composition." ATAC Forum
3.1 (1991): 11-13.
Rhodes,
Keith. "A Cautionary Introduction." Strategies for Teaching First-Year
Composition. Ed. Duane Roen, Veronica Pantoja,
Lauren Yena, Susan K. Miller, and Eric Waggoner. Urbana, IL: NCTE, 2002. 523=526.
Rothgery,
David. "'So What Do We Do Now?': Necessary Directionality as the Writing
Teacher's Response to Racist, Sexist, Homophobic Papers." College
Composition and Communication,
44 (1993): 241-247.
Rutz,
Carol. "One Dimension of
Response to Student Writing: How
Students Construct Their Critics." Strategies for Teaching First-Year
Composition. Ed. Duane Roen, Veronica Pantoja,
Lauren Yena, Susan K. Miller, and Eric Waggoner. Urbana, IL: NCTE, 2002. 329-337
Sandman,
John, and Michael Weiser. "Departmental and Institutional Influences on
Grading: Conflicts of Accountability." Grading in the Post-Process
Classroom: From Theory to Practice. Ed.
Libby Allison, Lisbeth Bryant, and Maureen Hourigan. Westport, CT: Heinemann
Boynton/Cook, 1997. 51-57.
Sapp, David Alan, and James Simon. "Comparing Grades in Online and Face-to-Face Writing Courses: Interpersonal Accountability and Institutional Commitment." Computers and Composition 22.4 (2005): 471-489.
Sargent, M. Elizabeth.
"Felt Sense in the Composition Classroom: Getting the Butterflies to Fly in Formation." ADE Bulletin 134-135 (Spring/Fall 2003): 57-67.
Scannell,
Dale P., and Jon C. Marshall. "The Effect of Selected Composition Errors
on Grades Assigned to Essay Examinations." American Educational
Research Journal 3
(March 1966): 125-30.
Schwartz,
Mimi. "Response to Writing : A College-Wide Perspective." College
English 46.1 (1984):
55-62.
Schwegler,
Robert A. "The Politics of
Reading Student Papers." The
Politics of Writing Instruction: Postsecondary.
Ed. Richard Bullock, John Trimbur, and Charles Schuster. Portsmouth, NH: Heinemann, 1991. 203-226.
Scorcinelli,
Mary Dean, and Peter Elbow, eds. Writing to Learn: Strategies for Assigning
and Responding to Writing Across the Disciplines. San Francisco: Jossey-Bass, 1997.
Sharpe,
Patricia, Frances Mascia-Lees, and Colleen B. Cohen. "White Women and
Black Men: Differential Responses to Reading Black Women's Texts." College
English 52 (February
1990): 142-53.
Shaw, Harry
Edmund. "Responding to Student Essays." Teaching Prose: A Guide
for Writing Instructors.
Ed. Fredric V. Bogel et al.
New York: W.W. Norton, 1984. 114-54.
Shermis, Mark
D., and Jill Burstein, eds. Automated
Essay Scoring: A Cross
Disciplinary Perspective. Mahwah, NJ: Lawrence Erlbaum, 2003.
Shiffman, Betty
Garrison. "Grading Student Writing: The Dilemma from a Feminist
Perspective." Grading in the Post-Process Classroom: From Theory to
Practice. Ed. Libby
Allison, Lisbeth Bryant, and Maureen Hourigan. Westport, CT: Heinemann
Boynton/Cook, 1997. 58-72.
Shuman, R.
Baird. "How to Grade Student Writing." Classroom Practices in
Teaching English, 1979-80: How to Handle the Paper Load. Ed. Gene Stanford. Urbana, IL: National
Council of Teachers of English, 1979.
Sieminski,
Greg C. "Couching Our Cutting with Compassion." College
Composition and Communication
42.2 (May 1991): 211-217.
Sitko,
Barbara M. "Writers Meet Their Readers in the Classroom: Revising After
Feedback." Constructing Rhetorical Education. Ed. Marie Secor and Davida Charney.
Carbondale: Southern Illinois UP, 1992. 278-94.
Slattery,
Patrick. "Encouraging Critical Thinking: A Strategy for Commenting on
College Papers." College Composition and Communication 41 (October 1990): 332-4.
Smallwood,
Mary Lovett. An Historical Study of Examinations and Grading Systems in
Early American Universities.
Harvard Studies in Evaluation, Vol. 24. Cambridge: Harvard UP, 1935.
Smith,
Ernest. "'It Doesn't Bother Me, But Sometimes It's Discouraging': Students
Respond to Teachers' Written Responses." Journal of Teaching Writing (Special issue, 1989): 253-66.
Smith,
Summer. "The Genre of the End Comment: Conventions in Teacher Responses to
Student Writing." College Composition and Communication 48.2 (May 1997): 249-268.
Sommers,
Jeffrey. "Bringing Practice in Line with Theory: Using Portfolio Grading
in the Composition Classroom." Portfolios: Process and Product. Ed. Pat Belanoff and Marcia Dickson.
Portsmouth, NH: Boynton/Cook, 1991. 153-64.
Sommers,
Jeffrey. "The Writer's Memo: Collaboration, Response, and
Development." Writing and Response: Theory, Practice, and Research. Ed. Chris M. Anson. Urbana, IL: National
Council of Teachers of English, 1989. 174-86.
Sommers,
Nancy. "Responding to Student Writing." College Composition and
Communication 33 (1982):
148-56. Rpt. Teaching Writing:
Landmarks and Horizons. Eds. Christina Russell McDonald and
Robert L. McDonald.
Carbondale: Southern
Illinois UP, 2002. 79-91.
Soichet, Catherine.
"Study Finds Many C's Still Awarded, with Black Students Earning
Lower Grades on Average." The
Chronicle of Higher Education (27 June
2002).
<http://chronicle.com/daily/2002/06/2002062702n.htm>. 4 July 2002.
Sorapure, Madeleine. "Between Modes: Assessing
Students’ New Media Compositions."
Kairos
10.2 (Spring 2006).
<http://english.ttu.edu/kairos/10.2/>.
Sosnoski, James J. "Grades for Work: Giving Value
for Value." Grading in the Post-Process Classroom: From Theory to
Practice. Ed. Libby Allison, Lisbeth
Bryant, and Maureen Hourigan. Westport, CT: Heinemann Boynton/Cook, 1997.
157-176.
Soven, Margot. "On the Subjects of Teaching Thinking
and Responding to Writing." College English 52 (March 1990): 323-8.
Sperling, Melanie. "Constructing the Perspective of
Teacher-as-Reader: A Framework for Studying Response to Student Writing." Research
in the Teaching of English 28.2 (May 1994):
175-207.
Sperling, Melanie. "I Want to Talk to Each of You:
Collaboration and the Teacher-Student Writing Conference." Research in
the Teaching of English 24 (October 1990):
279-321.
Spidell, Cathy, and William H. Thelin. "Not Ready to Let Go: A Study of Resistance to Grading Contracts." Composition Studies 34.1 (Spring 2006): 35-70.
Spigelman, Candace. "Trying for Democracy: Group
Decision Making in the Portfolio Classroom." Composition Studies 27.2 (Fall 1999): 23-37.
Straub, Richard. "The Concept of Control in Teacher
Response: Defining the Varieties of 'Directive' and 'Facilitative'
Commentary." College Composition and Communication 47.2 (May 1996): 223-51.
Straub, Richard.
"Guidelines for Responding to Student Writing." Strategies for Teaching First-Year
Composition. Ed. Duane Roen, Veronica Pantoja, Lauren Yena, Susan K.
Miller, and Eric Waggoner. Urbana, IL:
NCTE, 2002. 355-365.
Straub, Richard.
"Reading and Responding to Student Writing: A Heuristic for Reflective
Practice." Composition
Studies 30.1 (Spring 2002): 15-60.
Straub, Richard. "Response Rethought." College
Composition and Communication 48.2 (May
1997): 277-283.
Straub, Richard.
"The Student, the Text, and the Classroom Context: A Case Study of Teacher
Response." Assessing
Writing 7 (2000): 23-55.
Straub, Richard. "Teacher Response as Conversation:
More Than Causal Talk, an Exploration." Rhetoric Review 14.2 (Spring 1996): 374-99.
Straub, Richard, and Ronald F. Lunsford. Twelve
Readers Reading: Responding to College Student Writing. Cresskill, NJ: Hampton P, 1995.
Strickland, Kathleen, and James Strickland.
"Demystifying Grading: Creating Student-Owned Evaluation
Instruments." Grading in the Post-Process Classroom: From Theory to
Practice. Ed. Libby Allison, Lisbeth
Bryant, and Maureen Hourigan. Westport, CT: Heinemann Boynton/Cook, 1997.
141-156.
Strickland, Ronald. "Confrontational Pedagogy and Traditionoal Literary Studies." College English 52.3 (March 1990): 291-300.
Takala, Sauli, Alan C. Purves, and Annette Buckmaster.
"On the Interrelationships Between Language, Perception, Thought and
Culture and Their Relevance to the Assessment of Written Composition." Evaluation
in Education 5 (1982): 317-342.
Takayoski, Pamela. "The Shape of Electronic Writing:
Evaluating and Assessing Computer-Assisted Writing Processes and
Products." Computers and Composition
13.2 (1996): 245-58.
Tchudi, Stephen, ed. Alternatives to Grading Student
Writing. Urbana, IL: NCTE, 1997.
Tchudi, Stephen. "Degrees of Freedom in Assessment,
Evaluation, and Grading." Alternatives to Grading Student Writing. Ed. Stephen Tchudi. Urbana, IL: NCTE, 1997. ix-xvii.
Tobin, Lad. "Reading Students, Reading Ourselves:
Revising the Teacher's Role in the Writing Class." College English 53 (1991): 333-48.
Vaught-Alexander, Karen. "Establishing Weighted Criteria for Evaluating
Writing." Strategies for
Teaching First-Year Composition. Ed. Duane Roen, Veronica Pantoja,
Lauren Yena, Susan K. Miller, and Eric Waggoner. Urbana, IL: NCTE, 2002. 435-436.
Vaught-Alexander, Karen. "Teaching Style." Strategies for Teaching First-Year Composition. Ed.
Duane Roen, Veronica Pantoja, Lauren Yena, Susan K. Miller, and Eric Waggoner.
Urbana, IL: NCTE, 2002. 546-549.
Walvoord, Barbara E., and Virginia Johnson Anderson. Effective
Grading: A Tool for Learning and Assessment.
Jossey-Bass, 1998.
Wallace, M. Elizabeth Sargent. "How Composition
Scholarship Changed the Way I Ask for and Respond to Student Writing." Profession
94:
34-40.
Wasley, Paula. "A New Way to Grade." Chronicle of Higher Education 10 Mar. 2006.
Watkins, Evan. Work Time: English Departments and the
Circulation of Cultural Value. Stanford:
Stanford UP, 1989.
Wendell, Barbara. "Can Untenured Faculty Stop Grade
Inflation?" Chronicle of Higher Education (13 December 2001). <http://chronicle.com/>
Whichard, Nancy Winegardner, et al. "Life in the Margin: The Hidden Agenda in
Commenting on Student Writing." Journal of Teaching Writing 11.1 (Spring/Summer 1992): 51-64.
White, Edward M. Assigning, Responding, Evaluating: A
Writing Teacher's Guide. 3rd ed. New York:
St. Martin's P, 1995.
White, Edward M. "Post-Structural Literary Criticism
and the Response to Student Writing." College Composition and
Communication 35 (1984): 186-95.
Williams, William. Composition and Rhetoric by
Practice, with Exercises, Adapted for Use in High Schools and Colleges. Revised and enlarged edition. Boston: D.C. Heath,
1890.
Willingham, Daniel B. "Effective Feedback on Written Assignments." Teaching of Psychology 17 (February 1990): 10-12. [file
Response]
Zak, Frances. "Exclusively Positive Responses to
Student Writing." Journal of Basic Writing 9.2 (1990): 40-53.
Zak, Frances, and Christopher C. Weaver, eds. The
Theory and Practice of Grading Writing: Problems and Possibilities. Albany: SUNY P, 1998.
Zebroski, James.
"A Hero in the Classroom." Encountering Student Texts. Ed. Bruce Lawson, Susan
Sterr Ryan, and W. Ross Winterowd. Urbana, IL: NCTE, 1989.
Zellermeyer, Michal. "The Study of Teachers' Written
Feedback to Students' Writing: changes in Theoretical Considerations and
Expansion of Research Contexts." Instructional Science 18 (1989): 145-165.
Ziv, Nina. "The Effect of Teacher Comments on the
Writing of Four College Freshmen." New Directions in Composition
Research. Eds. R. Beach and L. Bridwell.
Urbana: NCTE, 1984. 362-80.
Zorn, Jeff. "How Numbers Numb: 1.325 Case
Studies." California English 26
(March-April 1990): 8-26.