Writing, assessment, and the authority of the disciplines

L1 Educational Studies in Language and Literature

Volumn 8, Issue 2, 2008, Pages 59-88

  Monroe, Jonathan ^a  

^a Department of Obstetrics Gynecology   (United States)

Author keywords

Assessment; Disciplinary awareness; Undergraduate writing; Writing in the disciplines; Writing quality

Indexed keywords

EID: 77953821234     PISSN: 15676617     EISSN: 15731731     Source Type: Journal    
DOI: 10.17239/l1esll-2008.08.02.02     Document Type: Article

References (12)

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3. Driscoll, A., & Wood, S. (2004, Fall). Creating learner-centered assessment: A faculty-driven process. Special issue on Creating Shared Responsibility for General Education and Assessment in Peer Review: Emerging Trends and Key Debates in Undergraduate Education 7(1), 12-15.
4. Elliott, N. (2005). On a scale: A social history of writing assessment in America. New York: Peter Lang.
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9. Monroe, J. (ed.) (2003). Local knowledges, local practices: Writing in the disciplines at Cornell. Pittsburgh: University of Pittsburgh Press.
10. Monroe, J. (ed.) (2002). Writing and revising the disciplines. Ithaca: Cornell UP.
11. Oschner, R., & Fowler, J. (2004, Summer). Playing devil's advocate: Evaluating the literature of the WAC/WID movement. Review of Educational Research, 74(2), 117-40.
12. Smith, B. H. (2005). Figuring and refiguring the Humanities and Sciences. In R. G. Feal (Ed.), Profession 2005 (pp. 18-27). New York: MLA.