Student writing, assessment, and the motivated sign: Finding a theory for the times

Assessment and Evaluation in Higher Education

Volumn 30, Issue 3, 2005, Pages 297-305

  Scott, Mary ^a  

^a UNIVERSITY OF LONDON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77949374067     PISSN: 02602938     EISSN: 1469297X     Source Type: Journal    
DOI: 10.1080/02602930500063868     Document Type: Article

References (12)

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5. Halliday, M. A. K. (1989) Spoken and written language (Oxford, Oxford University Press).
6. Higher Education Statistics Agency (HESA) (2000) Higher education statistics focus (Cheltenham, Higher Education Statistics Agency).
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8. Kress, G. (2003) Literacy in the new media age (London & New York, Routledge).
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10. Scott, M. (2002) Cracking the codes anew. Students writing about literature in England, in: D. Foster & D. Russell (Eds) Writing and learning in cross-national perspective. Transitions from secondary to higher education (Urbana Illinois, National Council of Teachers of English & Lawrence Erlbaum Associates), 88-133.
11. Scott, M. & Coate, K. (2003) Rethinking feedback: asymmetry in disguise, in: B. Lennart, G. Brauer, L. Rienecker & P. Stray Jorgensen (Eds) Teaching academic writing in European higher education (Dordrecht, Kluwer Academic Publishers), 87-99.
12. Williams, R. (1977) Marxism and literature (Oxford, Oxford University Press).