Self-Regulation in Textbooks and Assessment

1. Self-Regulation in Textbooks and Assessment Tim Collins, Ph.D. National-Louis University, Chicago

2. Underlying Theories • Most textbooks rely on theories of rhetoric (traditional rhetoric, process writing). • Textbooks may be process-based or product-based. • May focus on speaker, audience, text.

3. Approaches to Writing • Product-based (focus on accuracy) • Genre-based (focus on authenticity) • Process-based (focus on fluency) • A hybrid of these (Badger and White, 2000) Few consider composition theory.

4. Composition Theory • Examines reasons why we write (other than “Miss Appleby assigned it) • Considers internal, mental processes that happen when we write These can be very hard to operationalize in the pages of a student book. May appear in a TE or not at all.

5. Internal Processes of Writing • Motivation for writing • Creative use of rubrics • Reflections and exit slips • Side-by-Side Evaluation • Wikis, blogs, and social networking

6. Motivation for Writing • Motivation may be highly instrumental (assignment or test) • Genres we focus on may not be the genres that students actually want to write • “Publishing” options in process writing can be nonexistent, highly contrived, unmotivating.

7. Creative Use of Rubrics • Peer assessment • Self-assessment • “Focused” rubrics or general rubrics

8. Reflections and Exit Slips • Reflections attached to compositions in portfolio • Reflective writing journals • Effective use of technology (Google dox or other software or online tools for collaborative writing and review

9. Side-By-Side Evaluation • Discourse with student about writing • Opportunities to engage student about motivation, decisions, and implications

10. Wikis and More • Blogs, wikis, and similar give students reasons to write, and reasons to communicate effectively. • Wikis in particular may show and retain all stages of revision, so writers may see and reflect upon their growth as writers during the writing process.