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- W9973434 abstract "ome English Journal readers may fondly (or not so fondly) remember reading lists for college-bound students, which were once routinely distributed to promote the reading of The Scarlet Letter, Pride and Prejudice, The Pearl, and other noteworthy classics. Today, virtually any English teacher would recognize that a focus on solely canonical texts was the greatest flaw of these lists; however, another important consideration exists: How did we know that college professors expected students to have read these books? Were faculty polled to learn if the reading lists mattered and why? Were focus group interviews conducted of students who had and had not read these books? Did an analysis of syllabi or assignments demonstrate a prevalence of these books in university classes? In short, what assessment confirmed the value of reading lists for college-bound students? Because of the current testing craze across the country, we use the Aword, assessment, cautiously; however, assessment need not be an inherently negative word. As evidence, EJ readers should consider the writing assessment currently taking place across the country on university campuses. Unlike statemandated tests, university assessment tends to be designed, implemented, and interpreted by local faculty and administrators for local purposes, such as to more accurately describe and analyze curricular programs, to enhance teaching, and to improve stu-" @default.
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- W9973434 date "2010-01-01" @default.
- W9973434 modified "2023-09-28" @default.
- W9973434 title "Helping Students Cross the Threshold: Implications from a University Writing Assessment." @default.
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