1. “The purpose of a writing course is not to teach information about writing but to help students become better writers.” Cheryl Smith and Angus Dunstan, “Grade the Learning, Not the Writing,” 164

2. 1) that good marking and grading practices begin with good prompts which make clear precisely what our expectations are; 2) that feedback should be focused on student learning and development of those clearly defined expectations; 3) that, moreover, feedback should be positivistic, focused on what students are doing well; and 4) that we should read as readers if what we want is student learning. 1) that good marking and grading practices begin with good prompts which make clear precisely what our expectations are; 2) that feedback should be focused on student learning and development of those clearly defined expectations; 3) that, moreover, feedback should be positivistic, focused on what students are doing well; and 4) that we should read as readers if what we want is student learning.

3. Premises, Part I: What I want to avoid  Students going after a grade  Student/teacher tension about a grade  Student feeling defeated by a grade  Student feeling there is nothing left to learn by a grade  Ambiguity of standards  Technically “neat” but vapid writing  Students going after a grade  Student/teacher tension about a grade  Student feeling defeated by a grade  Student feeling there is nothing left to learn by a grade  Ambiguity of standards  Technically “neat” but vapid writing

4. Example of old rubric language  An “A” level paper (Final Grade Range: 100-90) is outstanding; that is, it “stands out” in relation to other papers responding to the assignment. The thesis is clear, original, and insightful, and it addresses the topic fully and explores the issue(s) thoughtfully. The essay features clear, focused, coherent organization with sophisticated transitions, including repetition of key terms, repetition of important ideas with a difference, and other transition devices. The quotes are well-chosen, introduced smoothly, insightfully explained, and insightfully connected to the essay’s thesis. There are sophisticated distinctions between what “they say” and what “I say” as well as insightful developments of why “it matters” and of naysayers. The essay is nearly free from errors in mechanics, usage and sentence structure, and there is evidence of the student's thoughtful and stylistic use of language, including awareness of audience. In all regards, this paper is an excellent response to the assignment and has a consistent, authoritative, and unique "voice."

5. Point rubrics  http://www.longwood.edu/staff/webberrp/Rubric%20for%20essays.htm http://www.longwood.edu/staff/webberrp/Rubric%20for%20essays.htm  http://www.wciu.edu/docs/general/rubric_research1209.pdf http://www.wciu.edu/docs/general/rubric_research1209.pdf  http://www.longwood.edu/staff/webberrp/Rubric%20for%20essays.htm http://www.longwood.edu/staff/webberrp/Rubric%20for%20essays.htm  http://www.wciu.edu/docs/general/rubric_research1209.pdf http://www.wciu.edu/docs/general/rubric_research1209.pdf

6. Premises Part II: what I want to encourage…  Student emphasis on learning  Reflective thinking about their progress  Student understanding what they are doing well  Student understanding what they need to work on  Positive relationships with students  Lively, thoughtful writing exploring ideas  Learning to think on paper  Communicating their ideas to others  Student emphasis on learning  Reflective thinking about their progress  Student understanding what they are doing well  Student understanding what they need to work on  Positive relationships with students  Lively, thoughtful writing exploring ideas  Learning to think on paper  Communicating their ideas to others

7. Prompts  Ask clear questions:  Is it ethical to eat meat? Write a persuasive essay trying to convince people in a college environment of your position. Do not discuss issues such as nutrition or taste. You may argue the ethics for veganism, vegetarianism, conscientious omnivorism, omnivorism, or something else (some combination of these?) along the meat-eating spectrum. You do not have to be living the position yourself to argue that your view on meat eating is the most ethical one. The point is to argue what you think is ethical. Be sure to acknowledge and respond to other positions as you argue for your own since this is a complicated issue with no easy answers. Be sure also to reference each of the three authors we have read for this section.  Ask clear questions:  Is it ethical to eat meat? Write a persuasive essay trying to convince people in a college environment of your position. Do not discuss issues such as nutrition or taste. You may argue the ethics for veganism, vegetarianism, conscientious omnivorism, omnivorism, or something else (some combination of these?) along the meat-eating spectrum. You do not have to be living the position yourself to argue that your view on meat eating is the most ethical one. The point is to argue what you think is ethical. Be sure to acknowledge and respond to other positions as you argue for your own since this is a complicated issue with no easy answers. Be sure also to reference each of the three authors we have read for this section.

8. Feedback  “Metacognition…is at the heart of all academic endeavors.”  Christopher Weaver, “Grading in a Process-Based Writing Classroom” (145)  “Metacognition…is at the heart of all academic endeavors.”  Christopher Weaver, “Grading in a Process-Based Writing Classroom” (145)

9. Positive commenting  “Penalizing students when their writing shows signs of struggle is a mistake, since often their writing not only fails to reflect their progress as writers but actually masks it.”  Christopher C. Weaver, “Grading in a Process-Based Writing Classroom,” 148  Find the insight and dialogue with the student about it  Avoid error finding  “Penalizing students when their writing shows signs of struggle is a mistake, since often their writing not only fails to reflect their progress as writers but actually masks it.”  Christopher C. Weaver, “Grading in a Process-Based Writing Classroom,” 148  Find the insight and dialogue with the student about it  Avoid error finding

10. Responding as a reader  Ask questions showing your engagement  Avoid prescription on how to fix the paper  Avoid error finding  Ask questions showing your engagement  Avoid prescription on how to fix the paper  Avoid error finding

11. Portfolio  All essays are ungraded  Lots of essays practicing the same skills over and over  Students complete the feedback sheet themselves before turning in the essay  Allows me to break the link between writing and grading  Each essay has a cover letter so that too is practiced all semester  Emphasis on continual reflection from essay to essay  Portfolio essays must be revised  Students get to choose two  Portfolio includes one new essay  Portfolio rubric focuses on process and growth  All essays are ungraded  Lots of essays practicing the same skills over and over  Students complete the feedback sheet themselves before turning in the essay  Allows me to break the link between writing and grading  Each essay has a cover letter so that too is practiced all semester  Emphasis on continual reflection from essay to essay  Portfolio essays must be revised  Students get to choose two  Portfolio includes one new essay  Portfolio rubric focuses on process and growth