tion or grade that will be assigned to the report. For better or worse (and usually for worse), MIT students can be strongly driven by grades, both as motivators and as indicators of how much time to allocate to any task. These optimizing behaviors add a constraint that is yet another element among a host of social forces that shape the teaching and learning taking place. Learning to Write in Introduction to Experimental Biology and Communication The biology class profiled in this chapter is particularly apt for studying the development of students' identities in apprentice-like settings. Biology is a well-established field and major at MIT (though the laboratory class itself has students exploring relatively new technologies), and instruction in its communication-intensive (CI) courses is geared to teaching students to write up their laboratory work as professional biologists would. This assertion of identity, however, is complicated in the class presented
Discussions about literacy assessment can often be polarizing for teachers, school administrators, and other stakeholders. Given the diverse and often charged perspectives on assessment within both the profession and the broader public discourse, it can be difficult to engage in productive dialogue about the role that literacy assessment plays in promoting or inhibiting effective models of literacy education. This department provides perspectives, questions, and research that enables readers to better advocate for themselves and their students as they develop their own assessment programs and respond to assessment programs that are imposed on them.
Clarifying the relationship between L2 writing and translingual writing: An open letter to writing studies editors and organization leaders. College English, 77(4), 383-386. Bartholomae, D. (1985). Inventing the university. In M. Rose (Ed.), When a writer can't write: Studies in writer's block and other composing-process problems (pp. 134-166). New York: Guilford Press. Bleich, D. (1997). What can be done about grading? In L. Allison, L. Bryant & M. Hourigan (Eds.
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