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Full-Text Articles in Education
Assessing Second Language Writing: The Rater’S Perspective, Tom Lumley
Assessing Second Language Writing: The Rater’S Perspective, Tom Lumley
Dr Tom Lumley
This study investigates the process of rating texts written by adult ESL learners. Four experienced raters provided think-aloud protocols describing the rating process for a set of 24 texts. The think-aloud data allowed analysis of the sequence of rating, raters' interpretations of the scoring categories, and difficulties raters faced. The study reveals the complexity of the rating process, whereby raters struggle to resolve a tension between the wordings (or rules) of the rating scale and their complex, initial, intuitive impression of the text. Rating requires training to provide reliable measurement. The study also demonstrates that caution is needed in interpreting …
Exploring Literacy: A Guide To Reading, Writing, And Research, Eleanor Kutz
Exploring Literacy: A Guide To Reading, Writing, And Research, Eleanor Kutz
Eleanor Kutz
Combining the elements of a reader, rhetoric, research guide, and handbook, Exploring Literacy offers an introduction to the sustained inquiry that underlies most academic work. Students are taught effective ways of engaging with different kinds of texts - memoirs, short fiction, ethnographic writings, academic essays - and are offered extensive instruction on how to use writing to enrich their involvement with texts.
An Unquiet Pedagogy : Transforming Practice In The English Classroom, Eleanor Kutz, Hephzibah Roskelly
An Unquiet Pedagogy : Transforming Practice In The English Classroom, Eleanor Kutz, Hephzibah Roskelly
Eleanor Kutz
An Unquiet Pedagogy argues for a new approach to teaching English in the high school and college classroom, one that reconceives the relationship of literacy and the learner. The title is taken from an essay by Paulo Freire in his book with Donaldo Macedo entitled Literacy: Reading the Word and the World. Like Freire, the authors believe that pedagogy must be critical -- that it must examine the assumptions that teachers and students bring to any educational enterprise, that it must take into account the contexts of learners' lives, and that it must question, rather than quietly accept, existing practices. …