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By Richard Haswell

Writing review courses support position coming into and mid-career scholars in composition classes on the acceptable point, computer screen the growth of these scholars, and help in putting them in writing classes all through their undergraduate careers. those similar universities even have writing guide courses, which would contain writing facilities, writing-across-the-curriculum projects, and freshman and complicated composition courses. At many associations, notwithstanding, writing evaluation isn't unavoidably thought of primary to writing guide, and there's little conversation among the review software and the composition application. This publication demonstrates that writing overview and guide courses could be effectively integrated.

The individuals learn the improvement of the writing overview and guideline software at Washington country college, that is nationally well-known for its luck. In doing so, they supply assistance to different associations making plans to increase related built-in courses. the quantity argues that writing evaluation and guideline should still tell and effect one another; that they need to evolve jointly; and they may be constructed in the community. through tracing the good fortune of the WSU application, the authors at once problem using nationwide packaged review courses, similar to standardized placement tests.

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In her study of organizational storytelling, Charlotte Linde writes, “Institutions have occasions that permit the telling of certain narratives. Other potential narratives, the unspeakables, are often difficult to speak because there is no sanctioned public occasion for them” (1997, p. 287). Part I of this book—and elsewhere in the book—offers a sanction, or sanctuary. It should be noted, however, that all three of these chapters tell of ways that their accounts were told within the program. That is part of what Linde calls “the ecology of narratives in institutions’’ (288) and an important part of a program that is getting along.

Copyright 1994 by the National Council of Teachers of English. Reprinted with permission. From Ablex Publishing, for an earlier version of Chapter 13: Richard H. ), Assessing writing across the curriculum: Diverse approaches and practices (pp. 217–236), Norwood, NJ: Ablex. From Elsevier for parts of Chapter 5: Reprinted from Richard H. Haswell, Rubrics, prototypes and exemplars: Categorization and systems of writing placement. Assessing Writing 5(2), 231–268, 1998, with permission from Elsevier Science; for an earlier version of Chapter 10: Reprinted from Richard H.

By virtue of the fact that WSU has established three cross-curricular writing programs—Writing Center, Writing Assessment, and Writing Across the Curriculum—together with the fact that the programs have evolved in such a way that assessment is fully (if problematically) integrated with instruction, this volume contains material that we believe a wide range of teachers, administrators, and students will find interesting. WSU’s experience incorporates a rich set of solutions to common problems. Though the principal reason for writing this volume is to deal with the process of finding solutions, WSU’s individual writing programs do feature innovative models that are both adaptable and attractive to other institutions.

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