Theorizing Failure in US Writing Assessments
Bibliographic Data
| ID | 13683062 |
|---|---|
| Authors | Asao B Inoue (California State UniversityFresno, corresponding author) |
| Year | 2014 |
| Volume | 48 |
| Issue | 3 |
| Pages | 330-352 |
| Publication date | 2014-02-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Research in the Teaching of English (JOURNAL) |
| Journal identifiers | ISSN: 0034-527X • E-ISSN: 1943-2348 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.58680/rte201424581 |
| OpenAlex | W2611288212 |
| Language | EN |
| Citations received | 8 |
| References cited | 4 |
How do teachers define failure when learning to write? We don’t ask the question often enough. In this article, I attempt to offer a definition and critique of the nature and production of failure in writing classrooms and programs. I argue that the production of failure in writing assessments can create more purposeful consequences, particularly for those historically most likely to suffer “failures” in writing classrooms: students of color, multilingual students, and working-class students. Drawing upon survey and grade data from California State University, Fresno, I examine two kinds of failure produced in writing classrooms, quality-failure and labor-failure. I argue that quality-failure (associated with judging the quality of drafts) is the least useful kind of failure for writing classrooms, while labor-failure (associated with work and effort) offers better consequences for student-writers and can help articulate a more robust writing construct by including noncognitive dimensions of writing. I conclude by proposing “productive failure” as a future possibility for writing classrooms
Linguistics · Mathematics education · Pedagogy · Sociology · Writing assessment · Educator Training and Historical Pedagogy · Psychology · Student Assessment and Feedback · Writing and Handwriting Education
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What Educational Psychology Can Teach Us about Providing Feedback to Black Students
Evaluating the impact of first-year writing course grades on college-student persistence
‘Writing’ children’s literate identities
Grading Writing
The intelligence concept and racial classification as sociological products of Western education
| Unique citing works | 8 |
|---|---|
| Citations per year | 0,8 |
| Citation span | 2016 - 2024 (9) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 8 |