What English Counts as Writing Assessment? An Australian Move to Mainstream Critical Literacy
Journal article
Wyatt-Smith, Claire and Murphy, Judy. (2001). What English Counts as Writing Assessment? An Australian Move to Mainstream Critical Literacy. English in Education. 35(1), pp. 12 - 31. https://doi.org/10.1111/j.1754-8845.2001.tb00731.x
Authors | Wyatt-Smith, Claire and Murphy, Judy |
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Abstract | This article focuses on the demands of assessment tasks to address the question: What is entailed in becoming recognised as an accomplished student-writer? In taking up this focus, the writers use authentic samples to show how tasks for assessing writing can be read as instantiations of particular approaches to English education. They investigate how the tasks inevitably draw on cultural knowledges as a primary resource and raise the issue of what is involved when writing assessment moves away, as it is doing in some Australian schools, from concerns with personal voice and individual growth to a socially critical, discourse-oriented approach. |
Keywords | English language education; writing task design; assessment expectations |
Year | 2001 |
Journal | English in Education |
Journal citation | 35 (1), pp. 12 - 31 |
Publisher | National Association for the Teaching of English |
ISSN | 0425-0494 |
Digital Object Identifier (DOI) | https://doi.org/10.1111/j.1754-8845.2001.tb00731.x |
Page range | 12 - 31 |
Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |
Publisher's version | File Access Level Controlled |
Place of publication | United Kingdom |
https://acuresearchbank.acu.edu.au/item/860xw/what-english-counts-as-writing-assessment-an-australian-move-to-mainstream-critical-literacy
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