Portfolios for New (and Experienced) Teachers of Writing [electronic resource] / Donna Gorrell.
The portfolio approach to teaching writing brings the writing process into the classroom and enables the new teacher--and all teachers--to see writing from a new perspective, to truly be collaborators and coaches with their students. A college writing teacher uses portfolios and plays the role of ev...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1993.
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| Summary: | The portfolio approach to teaching writing brings the writing process into the classroom and enables the new teacher--and all teachers--to see writing from a new perspective, to truly be collaborators and coaches with their students. A college writing teacher uses portfolios and plays the role of evaluator as well as the responder in three courses she teaches: first-year college composition, upper-division writing, and graduate writing. In none of these classes does the teacher find the grading burdensome. The biggest advantage of using portfolios for teaching and evaluating student writing may be that the processes of writing are made more evident. In addition to foregrounding revision as part of writing, the whole act of preparing portfolios reveals other essential parts of the process: the relationship between assignments and revisions, the influence of readers on what is written, the elements of helpful criticism, and the struggle to conceptualize aspects of the occasion for writing. New teachers can observe first-hand how varied are the processes of writing. There are advantages of portfolio grading for writing teachers--new composition teachers as well as the experienced. (RS) |
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| Item Description: | ERIC Document Number: ED357352. ERIC Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (44th, San Diego, CA, March 31-April 3, 1993). |
| Physical Description: | 11 p. |