Evaluation
Anderson, C. (2000). How’s it going? A practical guide to conferring with student writers. Portsmouth, NH: Heinemann.
Anderson, C. (2005). Assessing Writers. Portsmouth, NH: Heinemann.
Bardine, B., Bardine, M., & Deegan, E. (2000). Beyond the red pen: Clarifying our role in the
Black, L. J. (1998). Between talk and teaching: Reconsidering the writing conference. Logan, UT: Utah State University Press.
Blair, L. (2003). Teaching composition online: No longer the second-best choice. Retrieved 3/20/04 from Kairos, 8(2). http://english.ttu.edu/kairos/8.2/binder.html?praxis/blair/index.html
Broad, B. (2003). What we really value: Beyond rubrics in teaching and assessing writing. Logan, UT: Utah State University Press.
Brown, J. L. (2004). Making the Most of Understanding by Design. ASCD.
Brualdi, A. (2000). What Do We Mean By Results?: Implementing Performance Assessment in the Classroom. Classroom Leadership, 3(5).
http://www.ascd.org/cms/objectlib/ascdframeset/index.cfm?publication=http://www.ascd
.org/ed_topics/cl200002_brualdi.html
Burke, J. (2002). Tools for thought: Helping all students read, write, speak, and think.
Bustle, L.S. (2004). The role of visual representation in the assessment of learning [Media Literacy department]. Journal of Adolescent & Adult Literacy, 47(5). http://www.readingonline.org/newliteracies/lit_index
.asp?HREF=/newliteracies/jaal/2-04_column/index.html
Christian, B. (2000). The read-around alternative to peer groups. Teaching English in the Two-Year College, 27(3), 308-311.
Costa, A., & Kallick, B. (Eds.). (2001). Assessing and Reporting on Habits of Mind. ASCD.
Chapter 1. Defining Indicators of Achievement
http://www.ascd.org/cms/objectlib/ascdframeset/index.cfm?publication=http://www.ascd
.org/ed_topics/2000costa/2000costatoc.html
Crone-Blevins, D. (2002). The art of response. English Journal, 91(6), 93-98.
Daniels, H. (2005). The English Teacher's Red Pen. Voices from the Middle, 13(2), 46 -47.
Dawe, C., & Doman, E. (1997). One to One: Resources for Conference Centered Writing, 5th Ed. New York: Addison-Wesley.
Elbow, P. (1998). Writing with power. New York: Oxford University Press.
English Journal, 76(6), 35-40.
Ferris, D. R. (2003). Response to student writing: Implications for second language students. Mahwah, NJ: Erlbaum.
Fife, J. M., et. al., (2001). Moving beyond the written comment: Narrowing the gap between
response practice and research. College Composition and Communication, 53(2), 300-321.
Flash, P. (2002). Responding to student writing. Retrieved February 3, 2004 from University of
Minnesota, Center for Writing Web site: http://cisw.cla.umn.edu/faculty/responding/index.htm
Grisham, D.L. (2001, July/August). High-stakes testing in our schools: A new report from California Reading Online, 5(1). Available: http://www.readingonline.org/editorial/edit_index.asp?HREF=/editorial/july2001/index.html
Heller, S. B. (2004). The Art of Grading Papers Quickly and Effectively. English Journal, 94(1), 115-119.
Hewitt, B. L. (2000). Characteristics of interactive oral and computer-mediated peer group talk and its influence on revision. Computers and Composition, 17. 265-288.
Hyland, F. (2001). Dealing with plagiarism when giving feedback. ELT Journal, 55(4), 375-381.
Kim, L (2004). Online technologies for teaching writing: Students react to teacher response in
voice and written modalities. Research in the Teaching of English, 38(3), 304-337.
Kooy, M., & Wells, J. (1996). Reading response logs: Inviting students to explore novels, short
Language Arts, 79(2), 136-147.
Lee, A. (2000). Composing critical pedagogies: Teaching writing as revision. Urbana, IL:
National Council of Teachers of English.
Lensmire, T. (2002). Powerful writing, Responsible teaching. New York: Teachers College
Press.
Martin, A. W. (2004). Recovering Response: Emphasizing Writing as Relational Practice. Issues in Writing, 14(2), 116-134.
Martin, B. A . (2003). Writing Assignment/A Way of Life. English Journal, 92(6), 52-56.
Matsumura, L. C., Patthey-Chavez, G. G., & Valdes, R. (2002). Teacher feedback, writing assignment quality, and third-grade students’ revision in lower- and higher-achieving urban schools. The Elementary School Journal 103(1), 3-25.
Melby-Mauer, J. (2003). Using e-mail assignments and online correction in ESL instruction
TESOL Journal, 12(2). 37-8.
Mellen, C., et. al. (2003). Audiotaped Response and the Two-Year-Campus Writing Classroom: The Two-Sided Desk, the "Guy with the Ax," and the Chirping Birds. Teaching English in the Two-Year College, 31(1), 25-39.
Monroe, B. (2002). Feedback: Where it's at is where it's at. English Journal, 92(1), 102-104.
O’Neill, P. (1998). From the writing process to the responding sequence: Incorporating self-assessment and reflection in the classroom. Teaching English in the Two-Year College, 26(1), 61-70.
Rubin, L. (2002). "I just think maybe you could . . .": peer critiquing through online conversations. Teaching English in the Two-Year College, 29(4), 382-392.
Simmons, J. (2003). Responders are taught, not born. Journal of Adolescent & Adult Literacy, 46(8), 684-693.
Sweeney, M. (1999). Relating revision skills to teacher commentary. Teaching English in the
Two-Year College, 27(2), 213-218.
Tchudi, S. (1997). Alternatives to grading student writing. Urbana, Ill: National Council of Teachers of English.
Thomas, P. L. (2005). Grading Student Writing: High-Stakes Testing, Computers, and the Human Touch. English Journal, 94(5), 28-30.
VanDeWeghe, R. (2004). "Awesome, Dude!" Responding Helpfully to Peer Writing. English Journal, 94(1), 95-99.
VanDeWeghe, R. (2005). “Process Teaching" and Content Feedback on Students' Drafts. English Journal, 95(1), 109-112.
Welch, N. (1998). Sideshadowing teacher response. College English, 60(4), 374-395.
Worsnop, C.M. (2000, November). Assessment in media education. Reading Online, 4(5). Available: http://www.readingonline.org/newliteracies/lit_index.asp?HREF=/newliteracies/worsnop/
index.html
Using Portfolios
Abrams, S. (2001). Using journals with reluctant writers: building portfolios for middle and high school students. Corwin Press.
Abrams, S. (2000). Using journals with reluctant writers: Building portfolios for middle and high school students. Corwin Press.
Berryman, L., et. al., (2001). Portfolios across the curriculum: Whole school assessment in Kentucky. English Journal, 90(6), 76-83.
Cohen, J. H., & Wiener, R. B. (2003). Literacy Portfolios: Improving Assessment, Teaching and Learning (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
Cohen, J. H., et. al., (2003). Literacy Portfolios: Improving Assessment, Teaching, and Learning. 2nd ed. Merrill.
Diehm, C. (2004). From Worn-Out to Web-Based: Better Student Portfolios. Phi Delta Kappan, 85(10), 792-794.
Dudley, M. (2001). Portfolio assessment: When bad things happen to good ideas. English Journal, 90(6), 19-20.
Juniewicz, K. (2003). Student Portfolios with a Purpose. The Clearing House, 77(2).
Niguidula, D. (2005). Documenting Learning with Digital Portfolios. Educational Leadership, 63 (3). 44-47.
White, E. M. (2005). The Scoring of Writing Portfolios: Phase 2. College Composition and Communication, 56(4), 581-600.
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