Interchanges: Response to Shawna Shapiro

Gere, A., Curzan, A. Hammond, J., Hughes, S., Li, R., Moos, A., Smith, K., Van Zanen, K., Wheeler, K., & Zanders, C. (2022, December). Interchanges: Response to Shawna Shapiro. College Composition and Communication. 

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Summary: We continue the conversation around communal justicing (see below) by responding to Shawna Shapiro's "A Kariotic Moment for CLA."

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What Does a Good Teacher Do Now? Crafting Communities of Care

 

Day, J., Hughes, S., Zanders, C., Van Zanen, K., Moos, A. (2021, October). What does a good teacher do now? Crafting communities of care. Pedagogy. 21 (3): 389–402

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Summary: Five graduate students reflect on their experiences in multiple roles to address the question, What does a good teacher do now?—during a pandemic, in a moment of reckoning with white supremacy, in the face of uncounted griefs and challenges. We contend that good teachers craft communities of care for students, colleagues, and themselves. We advance trauma, accessibility, surveillance, and labor as particular sites for that project.

 

 

Communal Justicing: Writing Assessment and the Case for Critical Language Awareness

 

Gere, A., Curzan, A. Hammond, J., Hughes, S., Li, R., Moos, A., Smith, K., Van Zanen, K.,  Wheeler, K.-, & Zanders, C. (2021, April). Communal justicing: Writing assessment and the case for critical language awareness. College Composition and Communication. 

 

Summary: Critical language awareness offers one approach to communal justicing, an iterative and collective process that can address inequities in the disciplinary infrastructure of Writing Studies. We demonstrate justicing in the field’s pasts, policies, and publications; offer a model of communal revision; and invite readers to become agents of communal justicing.

 

 

 

Holistic, Local, and Process-oriented: What Makes the University of Utah's Writing Placement Exam Work

 

Zanders, C. and Wilson, E. (2019, June) Holistic, local, and process-oriented: What makes the University of Utah’s Writing Placement Exam work. Assessing Writing. 

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Summary: This review of the University of Utah’s Writing Placement exam evaluates the possibilities of the exam’s construct, addresses the tool's limitations, and analyzes it in light of similar placement tools. The review concludes that although there are challenges specifically related to the scalability, security, and language ideology of the exam, its holistic nature, local assessors, and process-oriented view of writing ensure its effectiveness as a writing placement test.