|classroom assessment techniques||information literacy|
It is helpful to distinguish between two very different goals for writing. The normal and conventional goal is writing to demonstrate learning: for this goal the writing should be good--it should be clear and, well . . . right. It is high stakes writing.
From our library--
McEachie/Svinicki. (2006). Teaching Tips, Chapter 15 "How to Enhance Learning by Using High-Stakes and Low-Stakes Writing," by Peter Elbow & Mary Dean Sorcinelli. Houghton Mifflin
McLeod-Porter, D. (2005). Bridging the gap: Learning to write effectively. Southlake, TX: Fountainhead Press.
Pharr, D., & Buscemi, S. (2004). Writing today: Contexts and options for the real world. New York: McGraw Hill.
Wilson, P., & Glazier, T.F. (2003). The least you should know about English writing skills. Boston, MA: Thomson/Wadsworth.
Teaching Tip Write-to-learn Activities
Online Resources: Tips and Strategies
Online Grammar self-scoring tutorial from Free-ed.net.
Writers' Web, maintained by Univ of Richmond--a fantastic collection of resources for the entire writing process.
AcademicInfo directory of English Grammar and Language sites
Powerpoints, workshops, presentations about writing from OWL-Purdue U.
Writing Assessments from AACU, including rubrics from many colleges & universities developed to foster and assess written communication outcomes. See the rubric collection at Opened Practices.
The Writing Teacher--Tips, Techniques, and Advice on Writing
Institute for Writing & Rhetoric, Dartmouth University--Citations and Sources: exhaustive collection of writing resources for the post-secondary writing teacher and student.
Helping Your Students Use the Writing Center Effectively, from Univ of Wisconsin, Stout.
Online Publications: Viewpoints, Articles,
What is Inkshedding?
Writerisms & Other Sins--A Writer's Shortcut to Stronger Writing. Excellent handout.