• Grading Ain’t Just Grading:

    Rethinking Writing Assessment Ecologies Towards Antiracist Ends

    Please join us February 1st, 2019
    Plenary:
    The Language Standards That Kill Our Students: Grading Ain’t Just Grading
    with
    Asao B. Inoue

    Register Now to Attend the Plenary

Where

Location

When

February 1st, 2019

9:45 AM – 11:00 AM

Who

This plenary is open to all faculty and staff. Space is limited though so be sure to register.

What

Morning plenary with breakfast

Plenary Session

The Language Standards That Kill Our Students: Grading Ain’t Just Grading

February 1st, 2019
9:45 AM -11:00 AM
Asao B. Inoue

This plenary will argue against the use of conventional standards in college courses that grade student writing by single standards. Inoue will discuss the ways that White language supremacy is perpetuated in college classrooms despite the better intentions of faculty, particularly through the practices of grading writing.

How to Prepare:

Participants need to prepare for this workshop by finding and bringing to the workshop the paper/essay that they’ve provided written feedback on in the past. They should be told that they will not share this sample with anyone, but use it to investigate their own judgements on student papers. Furthermore, please instruct the participants to choose a paper where they have made an average or typical set of comments, so they should not choose a paper with comments that they feel are really fantastic or really rushed or inadequate. They should choose one that they feel is typical of the kind of responses/feedback they offer.

About

Asao B. Inoue

Asao B. Inoue is Professor of Interdisciplinary Arts and Sciences, Director of University Writing and the Writing Center, and the 2019 Conference on College Composition and Communication Chair at the University of Washington, Tacoma. He has been a past member of the CCCC Executive Committee, and the Executive Board of the Council of Writing Program Administrators. Among his many articles and chapters on writing assessment, race, and racism, his article, “Theorizing Failure in U.S. Writing Assessments” in Research in the Teaching of English, won the 2014 CWPA Outstanding Scholarship Award. His co-edited collection, Race and Writing Assessment (2012), won the 2014 NCTE/CCCC Outstanding Book Award for an edited collection. His book, Antiracist Writing Assessment Ecologies: Teaching and Assessing for a Socially Just Future (2015) won the 2017 NCTE/CCCC Outstanding Book Award for a monograph and the 2015 CWPA Outstanding Book Award. In November of 2016, he guested co-edited a special issue of College English on writing assessment as social justice. His most recent co-edited collection is Writing Assessment, Social Justice, and The Advancement of Opportunity (2018). Additionally, his newest book, Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom is in review.