Integrating Critical Thinking into the Assessment of College Writing

Autor/inn/en	McLaughlin, Frost; Moore, Miriam
Titel	Integrating Critical Thinking into the Assessment of College Writing
Quelle	In: Teaching English in the Two-Year College, 40 (2012) 2, S.145-162 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6291
Schlagwörter	Writing Teachers; Writing Processes; Critical Thinking; Essays; Writing Evaluation; Writing Across the Curriculum; Integrated Activities + Suchen Sie Ihr Suchwort? Kritisches Denken; Essay; Aufsatzunterricht; Integrierender Unterricht
Abstract	When writing teachers at any level get together to assess student essays, they often disagree in their evaluations of the writing at hand. This is no surprise as writing is a complex process, and in evaluating it, teachers go through a complex sequence of thoughts before emerging with an overall assessment. Critical thinking, or the complexity of thought and analysis that is expected in "college-level" writing, is often not included in writing rubrics. Sometimes added as a separate category to writing rubrics, critical thinking appears in its simplest terms as a measurement of whether the logic is clear rather than whether the thinking is complicated, open-minded, or contextually appropriate. The authors describe their attempt to devise a practical way to integrate critical thinking more overtly into the assessment of college writing across the disciplines. Their goal was to develop a streamlined rubric that is sufficiently simple and adaptable to be easily used by faculty who assign writing across disciplines. (Contains 4 tables.) (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10