Teaching English in the Two-Year College
Mar 2008
When Timing Isn’t Everything: Resisting the Use of Timed Tests to Assess Writing Ability
Abstract
In this study, we compared self-revised essays to timed writing exams written by students in a developmental English course in a community college. Using a multiple-trait rubric, we found that self-revised essays showed greater elaboration than timed writing exams, and that elaboration and focus correlated only for self-revised essays. We argue, based on these findings and on theoretical grounds, for further exploration of the self-revised essay as an authentic portrait of student writing ability.
- Journal
- Teaching English in the Two-Year College
- Published
- 2008-03-01
- DOI
- 10.58680/tetyc20086547
- CompPile
- Open Access
- Closed
- Topics
-
- Export
- BibTeX RIS
Citation context
Cited by in this index (0)
No articles in this index cite this work.
References (0)
No references on file for this article.
Related articles
-
Pedagogy Jan 2026
-
Composition Forum Oct 2025
-
Pedagogy Oct 2025modern rhetorical theory rhetorical criticism genre theory cultural rhetorics first-year composition writing pedagogy advanced composition creative writing writing across the curriculum graduate education two-year college service learning teacher development technical communication professional writing labor and working conditions archival research multimodality artificial intelligence literacy studies race and writing gender and writing disability studies literary studies editorial matter
-
Pedagogy Oct 2025Felisa Baynes-Ross; Caitlin Cawley; Caroline Hagood; Mira Zaman
-
Teaching English in the Two-Year College May 2025Feature: Faculty Perceptions of Multimodality in Community College Composition Classrooms in Tennessee and Virginia ↗Julie Eng; Susan Fries