| Autor: |
Scheidt, Donna, Middleton, Holly |
| Předmět: |
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| Zdroj: |
WPA: Writing Program Administration - Journal of the Council of Writing Program Administrators; Fall2021, Vol. 45 Issue 1, p91-109, 19p |
| Abstrakt: |
A writing program with high faculty autonomy adopted a new learning outcome emphasizing integration of sources and a related synthesis assignment with broad guidelines. In dynamic criteria mapping preceding assessment, program faculty in small group interviews valued "engagement" in student's sourced writing but could not reach consensus on what they meant. This study makes explicit these otherwise tacit values associated with students' sourced writing in FYW. In an attempt to operationalize "engagement," we compared the results of two processes: a program assessment conducted in 2012-13 of a simple random sample of students' sourced essays and collaborative coding of the same sample. Statistically significant correlations were found between high assessment scores and specific discursive moves such as summary, as well as frequency and variation in type of source use. These findings bring the professional judgement of writing teachers into relief and suggest that, despite its high autonomy and lack of a common assignment, this FYW program is functioning as an intermediary community of practice between individual classrooms and disciplinary contexts. There are significant implications for strengthening programmatic research and authority. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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