Frances Zak is Associate Director of the Writing Program at the State University of New York at Stony Brook. Christopher C. Weaver is Assistant Professor of English at the University of Alaska Southeast..

"While other books are in print that focus more generally on assessment and evaluation, we are lacking scholarly publications on grading. This collection fills a niche that has needed filling for quite some time. I think anyone interested in assessment and evaluation of writing would want this book—and that means most of us. I would find this text very important for teacher training and teaching assistant seminars." — Sherrie Gradin, Portland State University

• ForewordPat BelanoffPrefaceFrances Zak and Christopher C. Weaver Acknowledgments Part I. Directions and MisdirectionsStudent Voices 1. The Origins and Evolution of Grading Student Writing: Pedagogical Imperatives and Cultural AnxietiesRichard Boyd 2. Direction in the Grading of Writing? What the Literature on the Grading of Writing Does and Doesn't Tell UsBruce W. Speck and Tammy R. Jones 3. Do We Do What We Say? Contradictions in Composition Teaching and GradingBruce Maylath Part II. The Power and Authority of GradersStudent Voices 4. Construction, Deconstruction, and (Over)Determination: A Foucaultian Analysis of GradesKathleen Blake Yancey and Brian Huot 5. Peter Elbow and the Cynical SubjectMichael Bernard-Donals 6. Differences of Opinion: An Exchange of ViewsPeter Elbow and Michael Bernard-Donals Part III. How Students See Grades as SignifiersStudent Voices 7. Grading as a Rhetorical ConstructNick Carbone and Margaret Daisley 8. Resisting Reform: Grading and Social Reproduction in a Secondary ClassroomSteven VanderStaay Part IV. Institutional EntanglementsStudent Voices 9. The Politics of Cross-Institutional Grading: An Adjunct's DilemmaPauline Uchmanowicz 10. The Politics and Perils of Portfolio GradingMaureen Neal Part V. Imagining AlternativesStudent Voices 11. Grading in a Process-Based Writing ClassroomChristopher C. Weaver 12. Gender and Grading: "Immanence" as a Path to "Transcendence?"Irene Papoulis 13. Grade the Learning, Not the WritingCherryl Smith and Angus Dunstan 14. Changing Grading While Working with GradesPeter Elbow 15. The Conversation Continues: A Dialogue on Grade InflationKathleen Blake Yancey, Michael Bernard-Donals, Margaret Daisley, Maureen Neal, Steven VanderStaay, Nick Carbone, and Brian Huot Works Cited About the Contributors Index

Frances Zak is Associate Director of the Writing Program at the State University of New York at Stony Brook. Christopher C. Weaver is Assistant Professor of English at the University of Alaska Southeast..

"While other books are in print that focus more generally on assessment and evaluation, we are lacking scholarly publications on grading. This collection fills a niche that has needed filling for quite some time. I think anyone interested in assessment and evaluation of writing would want this book—and that means most of us. I would find this text very important for teacher training and teaching assistant seminars." — Sherrie Gradin, Portland State University

• ForewordPat BelanoffPrefaceFrances Zak and Christopher C. Weaver Acknowledgments Part I. Directions and MisdirectionsStudent Voices 1. The Origins and Evolution of Grading Student Writing: Pedagogical Imperatives and Cultural AnxietiesRichard Boyd 2. Direction in the Grading of Writing? What the Literature on the Grading of Writing Does and Doesn't Tell UsBruce W. Speck and Tammy R. Jones 3. Do We Do What We Say? Contradictions in Composition Teaching and GradingBruce Maylath Part II. The Power and Authority of GradersStudent Voices 4. Construction, Deconstruction, and (Over)Determination: A Foucaultian Analysis of GradesKathleen Blake Yancey and Brian Huot 5. Peter Elbow and the Cynical SubjectMichael Bernard-Donals 6. Differences of Opinion: An Exchange of ViewsPeter Elbow and Michael Bernard-Donals Part III. How Students See Grades as SignifiersStudent Voices 7. Grading as a Rhetorical ConstructNick Carbone and Margaret Daisley 8. Resisting Reform: Grading and Social Reproduction in a Secondary ClassroomSteven VanderStaay Part IV. Institutional EntanglementsStudent Voices 9. The Politics of Cross-Institutional Grading: An Adjunct's DilemmaPauline Uchmanowicz 10. The Politics and Perils of Portfolio GradingMaureen Neal Part V. Imagining AlternativesStudent Voices 11. Grading in a Process-Based Writing ClassroomChristopher C. Weaver 12. Gender and Grading: "Immanence" as a Path to "Transcendence?"Irene Papoulis 13. Grade the Learning, Not the WritingCherryl Smith and Angus Dunstan 14. Changing Grading While Working with GradesPeter Elbow 15. The Conversation Continues: A Dialogue on Grade InflationKathleen Blake Yancey, Michael Bernard-Donals, Margaret Daisley, Maureen Neal, Steven VanderStaay, Nick Carbone, and Brian Huot Works Cited About the Contributors Index

Frances Zak is Associate Director of the Writing Program at the State University of New York at Stony Brook. Christopher C. Weaver is Assistant Professor of English at the University of Alaska Southeast..

"While other books are in print that focus more generally on assessment and evaluation, we are lacking scholarly publications on grading. This collection fills a niche that has needed filling for quite some time. I think anyone interested in assessment and evaluation of writing would want this book—and that means most of us. I would find this text very important for teacher training and teaching assistant seminars." — Sherrie Gradin, Portland State University

• ForewordPat BelanoffPrefaceFrances Zak and Christopher C. Weaver Acknowledgments Part I. Directions and MisdirectionsStudent Voices 1. The Origins and Evolution of Grading Student Writing: Pedagogical Imperatives and Cultural AnxietiesRichard Boyd 2. Direction in the Grading of Writing? What the Literature on the Grading of Writing Does and Doesn't Tell UsBruce W. Speck and Tammy R. Jones 3. Do We Do What We Say? Contradictions in Composition Teaching and GradingBruce Maylath Part II. The Power and Authority of GradersStudent Voices 4. Construction, Deconstruction, and (Over)Determination: A Foucaultian Analysis of GradesKathleen Blake Yancey and Brian Huot 5. Peter Elbow and the Cynical SubjectMichael Bernard-Donals 6. Differences of Opinion: An Exchange of ViewsPeter Elbow and Michael Bernard-Donals Part III. How Students See Grades as SignifiersStudent Voices 7. Grading as a Rhetorical ConstructNick Carbone and Margaret Daisley 8. Resisting Reform: Grading and Social Reproduction in a Secondary ClassroomSteven VanderStaay Part IV. Institutional EntanglementsStudent Voices 9. The Politics of Cross-Institutional Grading: An Adjunct's DilemmaPauline Uchmanowicz 10. The Politics and Perils of Portfolio GradingMaureen Neal Part V. Imagining AlternativesStudent Voices 11. Grading in a Process-Based Writing ClassroomChristopher C. Weaver 12. Gender and Grading: "Immanence" as a Path to "Transcendence?"Irene Papoulis 13. Grade the Learning, Not the WritingCherryl Smith and Angus Dunstan 14. Changing Grading While Working with GradesPeter Elbow 15. The Conversation Continues: A Dialogue on Grade InflationKathleen Blake Yancey, Michael Bernard-Donals, Margaret Daisley, Maureen Neal, Steven VanderStaay, Nick Carbone, and Brian Huot Works Cited About the Contributors Index