Contents Foreword Vershawn Ashanti Young ?vii Acknowledgments ?xiii 1. ?Introduction to a Linguistically Inclusive Approach to Grading Writing ?1 Language Variation and a Linguistically Inclusive Approach to Grading Writing ?2 The Time It Takes to Grade ?3 What Motivated Me to Write This Book ?4 Sociolinguistic Concepts That Inform This Book ?6 The Benefits of a Linguistically Inclusive Approach to Grading ?8 Is a Linguistically Inclusive Grading Approach for Me? ?10 Multicultural Education and Culturally Sustaining Pedagogy ?13 The Significance of Grades ?17 Historical Context of Grading Writing ?20 Study Backdrop ?22 Companion Resources ?22 Overview of the Book ?23 Self-Assess Your Practices ?24 2. ?Curriculum and Instruction for a Linguistically Inclusive Grading Approach ?25 Course Objectives in Support of Linguistically Inclusive Grading ?25 Instructor Motivations and Linguistically Inclusive Grading ?30 Instruction in Organization and Grammar ?34 Assignment Goals and Language Variation ?39 Audience ?41 Self-Assess Your Practices ?44 Linguistically Inclusive Practices ?45 3. ?Linguistically Inclusive Grading Processes ?46 Consider Grading Priorities and Distribution ?46 Align Grading Priorities With Instruction ?48 Read for Student Meaning ?51 Use and Explain Sociolinguistically Informed Grading Criteria ?52 Word Grading Criteria Positively ?56 Maximize Peer Feedback and Multiple Drafts ?57 Pose Questions Rather Than Penalties ?60 Self-Assess Your Practices ?60 Linguistically Inclusive Practices ?61 4. ?Linguistically Inclusive Commenting Strategies ?63 Reapportion Your Time ?64 Use Feedback as a Conversation ?65 Teach Through Specific Positive Comments ?66 Communicate High Expectations ?69 Highlight Your Subjectivity as a Reader and Acknowledge Multiple Audiences ?71 Ask Strategic Questions ?73 Contextualize Prescriptive Comments ?74 Rethink Labels ?77 Use Corrections Judiciously ?79 Self-Assess Your Practices ?81 Linguistically Inclusive Practices ?82 5. ?Organization and Word Choice ?84 Organization and Topic Relationships ?85 Respond to Organization and Topic Relationships in a Linguistically Inclusive Approach ?88 Pronoun Choice ?92 Respond to Pronoun Choice in a Linguistically Inclusive Approach ?94 Formal and Informal Word Choice ?96 Respond to Formal and Informal Word Choice in a Linguistically Inclusive Approach ?98 Self-Assess Your Practices ?100 Linguistically Inclusive Practices ?100 6. ?Grammar and Mechanics ?102 What Exactly Are Grammar and Mechanics? ?102 Grammar Patterns ?104 Respond to Grammar Patterns in a Linguistically Inclusive Approach ?108 Mechanical Features ?113 Self-Assess Your Practices ?116 Linguistically Inclusive Practices ?117 7. ?Putting It All Together ?119 A Linguistically Inclusive Approach to Grading: Summarized ?120 Application of Multicultural Education and Culturally Sustaining Pedagogy ?122 What Can a Linguistically Inclusive Grading Approach Look Like in Your Classroom? ?123 Conclusion ?131 References ?132 Index ?140 About the Author ?145
Improve your grading and feedback practices to benefit your students and their writing development. This guide models a research-based, linguistically inclusive approach to grading writing so that you can incorporate equitable assessment and feedback into your everyday practice. A linguistically inclusive grading approach honors Black linguistic justice, facilitates students' use of feedback, and guides students to make rhetorical linguistic choices. Additionally, students will develop skills for responding to organization, word choice, grammar, and mechanics rooted in African American English and other language varieties. Example comments and practices are included throughout the book to assist instructors, including those constrained by mandated grade weighting or rubrics that preclude adopting more extensive changes. A Linguistically Inclusive Approach to Grading Writing will benefit writing instructors across contexts, including teaching online, teaching high-achieving students, and using contract grading. Book Features: ? A linguistically inclusive approach to grading and offering feedback on language variation in college-level writing. ? Explanations, with examples, for how to use a linguistically inclusive grading approach across contexts and instructor goals. ? Concrete tools and adaptable models for responding to student writing for both formative and summative assessment, even when your students are using ChatGPT. ? An approach that not only prevents grading bias, but also effectively guides students to make their own rhetorical choices. ? Summary lists of recommended practices and questions for instructors to self-assess their instruction. ? A companion suite of resources, Students' Right to Their Own Writing, is available at srtow.org.
Hannah A. Franz is the program associate for graduate advisement at the Jack Kent Cooke Foundation, and a coauthor of The Indispensable Guide to Undergraduate Research: Success in and Beyond College.