Beyond Outcomes: Assessment and Instruction Within a by Richard Haswell

By Richard Haswell

Writing evaluate courses support position coming into and mid-career scholars in composition classes on the acceptable point, display screen the growth of these scholars, and help in putting them in writing classes all through their undergraduate careers. those related universities even have writing guideline courses, which would comprise writing facilities, writing-across-the-curriculum tasks, and freshman and complex composition courses. At many associations, although, writing overview isn't inevitably thought of primary to writing guideline, and there's little communique among the evaluation software and the composition application. This e-book demonstrates that writing review and guideline courses can be effectively integrated.

The members examine the advance of the writing evaluation and guide application at Washington kingdom collage, that is nationally famous for its luck. In doing so, they supply suggestions to different associations making plans to advance related built-in courses. the quantity argues that writing evaluation and guide should still tell and effect one another; that they need to evolve jointly; and they might be built in the community. via tracing the good fortune of the WSU software, the authors without delay problem using nationwide packaged review courses, comparable to standardized placement tests.

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Sample text

Along with the University Portfolio, Writing in the Major has been one of the ways by which writing instruction has become distributed across WSU’s undergraduate curriculum; it is, in fact, the chief means by which the General Education requirements have been functionally integrated with the rest of the undergraduate curriculum. The purpose of Writing in the Major is to teach students the stylistic conventions and the kinds of writing prevailing in their own fields and to ensure student competence in those conventions.

Page xiii Introduction: Why WSU? William Condon And so, the good book says, the last shall be first. We—the coauthors of this volume—thought that having the newest member of Washington State University’s Campus Writing Programs write the introduction would be appropriate. After all, I came to WSU in the fall of 1996 with many of the same questions most of our readers probably have. I had read ‘‘Adventuring into Assessment” (Haswell & Wyche-Smith, 1994) and “Shooting Niagara” (Haswell, Wyche-Smith, & Johnson-Shull, 1994), and although I was certainly impressed with the program, those pieces served more to whet the appetite than fill the belly.

The exam had to be manipulable for multiple sessions and readable within a 24-hour turnaround time. The second logistical problem followed from the first. We needed to maintain a small group of readers, test administrators, and clerical staff throughout the academic year. Especially during the summer, we would have no guarantee that the same readers would always be available. We Page 18 already knew that the readers—with the exception of test administrators—would be graduate teaching assistants.

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