{"title":"在写作课上取消评分的调和方法：对克鲁桑的回应","authors":"Atta Gebril","doi":"10.1016/j.jslw.2024.101151","DOIUrl":null,"url":null,"abstract":"<div><div>This article provides a response to Deborah Crusan’s paper on ungrading and reflects on the existing potentials and challenges associated with using this concept. The article also offers a reconciliatory perspective that attempts to bring together the competing writing assessment paradigms and to take into consideration contextual limitations and opportunities.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":null,"pages":null},"PeriodicalIF":5.0000,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Towards a reconciliatory approach to ungrading in writing classes: A response to Crusan\",\"authors\":\"Atta Gebril\",\"doi\":\"10.1016/j.jslw.2024.101151\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>This article provides a response to Deborah Crusan’s paper on ungrading and reflects on the existing potentials and challenges associated with using this concept. The article also offers a reconciliatory perspective that attempts to bring together the competing writing assessment paradigms and to take into consideration contextual limitations and opportunities.</div></div>\",\"PeriodicalId\":47934,\"journal\":{\"name\":\"Journal of Second Language Writing\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":5.0000,\"publicationDate\":\"2024-10-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Second Language Writing\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1060374324000584\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Second Language Writing","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1060374324000584","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"LINGUISTICS","Score":null,"Total":0}
Towards a reconciliatory approach to ungrading in writing classes: A response to Crusan
This article provides a response to Deborah Crusan’s paper on ungrading and reflects on the existing potentials and challenges associated with using this concept. The article also offers a reconciliatory perspective that attempts to bring together the competing writing assessment paradigms and to take into consideration contextual limitations and opportunities.
期刊介绍：
The Journal of Second Language Writing is devoted to publishing theoretically grounded reports of research and discussions that represent a significant contribution to current understandings of central issues in second and foreign language writing and writing instruction. Some areas of interest are personal characteristics and attitudes of L2 writers, L2 writers'' composing processes, features of L2 writers'' texts, readers'' responses to L2 writing, assessment/evaluation of L2 writing, contexts (cultural, social, political, institutional) for L2 writing, and any other topic clearly relevant to L2 writing theory, research, or instruction.
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