By Stephen Tchudi
Comparing a student's development as a author calls for awesome a fragile stability among the student's wishes and the school's wishes. This choice of essays deals a number of cutting edge suggestions, concluding with rules for formulating plans of motion for introducing grading possible choices in study rooms, faculties, and districts.
A selection of essays, assembled by means of the NCTE's Committee on choices to Grading scholar Writing.
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4-6 Apr. 1974. Anaheim, CA. 13 Interlude The entire educational establislunent is a house of straw built upon the grading system. If monunies and daddies didn't give children quarters for A's in ele mentary school, if secondary teachers didn't issue threats about bad grades and a dim future to their stu dents, if colleges and universities didn't scare the hell out of everybody with their GPAs, then the entire institution would collapse in a tangle of arms, legs, minds, and educational chaff. Herb Deetenforbes Salem High School Connecticut 15 2 Growth-Biased Assessing of Writers-A More Democratic Choice Marie Wilson Nelson National-Louis University Marie Wilson Nelson, associate professor at National-Louis University, is the author of At the Point of Need: Teaching Basic and ESL Writers, a synthesis of findings from forty teacher-researchers, which served as the text for the yearlong online seminar offered at CUNY's FIPSE-sponsored TESLFF-L e-mail discussion list.
Chicago: U of Chicago P, 1990. Hairston, Maxine. 1 (Feb. 1982): 76-88. Hearn, Lafcadio. Talks to Writers. Ed. John Erskine. New York: Dodd, 1920. Krashen, Stephen D. Principles and Practice in Second Language Acquisition. New York: Pergamon, 1982. Mearns, Hughes. Creative Power: The Education of Youth in the Creative Arts. New York: Doubleday, 1929. - - - . Creative Youth: How a School Environment Set Free the Creative Spirit. New York: Doubleday, 1925. Murray, Donald. M. Learning by Teaching: Selected Articles on Writing and Teach ing.
But because somewhere we all want to believe that flattery is true, I asked my husband. "You sound fine," he said. " I did? Fine? Well, was staying in tune something I could learn? I tried. Tentatively, at first. Yes. Actually, when I put some attention toward the problem, it was possible. And when I stopped being afraid, the tension went out of my throat, the cracking in my voice stopped, and something resembling a song emerged. I wasn't all that bad. When I believed that I might be able to sing, suddenly I was able to forget my self-consciousness enough to think about where the tune was going.
Alternatives to Grading Student Writing by Stephen Tchudi