This book shows post-secondary teachers and administrators how to frame public discourse on writing assessment so that these discussions accurately reflect research-based practices and valid assessments, rather than unfounded claims about declining educational quality, with the ultimate goal of helping policymakers understand that the purpose of writing instruction is to develop critical thinking, reading, and writing strategies. The book sets out a rationale for teachers and administrators to actively engage in discussions about writing pedagogy and assessment in their institutions and communities, and provides necessary background knowledge and practical strategies for engaging in these discussions. The strategies are illustrated with real-world examples of writing program administrators and scholars at two- and four-year institutions. The strategies described can be used by writing instructors, program directors, English department chairs, and other writing professionals. Adler-Kassner directs the writing program at the University of California-Santa Barbara. O'Neill directs the composition program at Loyola University Maryland. Annotation 2011 Book News, Inc., Portland, OR (booknews.com)
