The theory and practice of grading writing problems and possibilities (State University of New York Press, 1998)
Includes bibliographical references (pages 193-207) and index
Origins and evolution of grading student writing: pedagogical imperatives and cultural anxieties - Richard Boyd -- - Direction in the grading of writing? What the literature on the grading of writing does and doesn't tell us - Bruce W. Speck and Tammy R. Jones -- - Do we do what we say? Contradictions in composition teaching and grading - Bruce Maylath -- - Construction, deconstruction, and (over)determination: a foucaultian analysis of grades - Kathleen Blake Yancey and Brian Huot -- - Peter Elbow and the cynical subject - Michael Bernard-Donals
Differences of opinion: an exchange of views - Peter Elbow and Michael Bernard-Donals -- - Grading as a rhetorical construct - Nick Carbone and Margaret Daisley -- - Resisting reform: grading and social reproduction in a secondary classroom - Steven VanderStaay -- - Politics of cross-institutional grading: an adjunct's dilemma - Pauline Uchmanowicz -- - Politics and perils of portfolio grading - Maureen Neal -- - Grading in a process-based writing classroom - Christopher C. Weaver -- - Gender and grading: "immanence" as a path to "transcendence?" - Irene Papoulis
Grade the learning, not the writing - Cheryl Smith and Angus Dunstan -- - Changing grading while working with grades - Peter Elbow -- - Conversation continues: a dialogue on grade inflation - Kathleen Blake Yancey, Michael Bernard-Donals, Margaret Daisley, Maureen Neal, Steven VanderStaay, Nick Carbone, and Brain Huot