(Re)articulating writing assessment for teaching and learning /
Brian Huot's aim for this book is both ambitious and provocative. He wants to reorient composition studies' view of writing assessment. To accomplish this, he not only has to inspire the field to perceive assessment?generally not the most appreciated area of study?as deeply significant to...
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| Online Access: |
Access full-text online via JSTOR |
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| Author / Contributor: | |
| Imprint: |
Logan :
Utah State University Press,
[2002]
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| Format: | Electronic |
| Language: | English |
| Subjects: |
| Summary: | Brian Huot's aim for this book is both ambitious and provocative. He wants to reorient composition studies' view of writing assessment. To accomplish this, he not only has to inspire the field to perceive assessment?generally not the most appreciated area of study?as deeply significant to theory and pedagogy, he also has to counter some common misconceptions about the history of assessment in writing. |
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| Physical Description: | 1 online resource (x, 216 pages) |
| Format: | Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. |
| Bibliography: | Includes bibliographical references (pages 195-212) and index. |
| ISBN: | 087421470X 9780874214703 9780874214499 0874214491 1283266946 9781283266949 9786613266941 6613266949 |
| Language: | English. |
| Reproduction Note: | Electronic reproduction. |
| Source of Description, Etc. Note: | Print version record. |
| Action Note: | digitized |