To establish the issues that must be conAssidered by evaluators of college writing programs, Witte and Faigley review major evaluation studies conducted at the UniAsversity of Northern Iowa, the University of California San Diego, Miami UniverAssity, and the University of Texas. For each study the authors devise a series of questions that probe every asAspect of theory, pedagogy, and research: What do we presently know? What asAssumptions are we making and how do those assumptions limit our knowledge? Are those limitations necessary or deAssirable? What do we still need to know? Such questions demand much of proAsgram evaluators, who also must face additional difficult questions as they evaluAsate a writing program. Do the instructors conducting the writing classes share common assumptions that are reflected in their assignments, evaluative proAscedures, teaching procedures, and course content? How stable will the program prove to be over time? Will the writing program have a lasting effect? Do stuAsdents leave the program with increased confidence in their ability to write? As Witte and Faigley urge program evaluators to pose these questions, they also bring to the problem a new compreAshensive conceptual framework that both necessitates such queries and provides an opportunity to answer them.One class on each side of each comparison wrote on one topic for the pretest while the other one on each side wrote on the other topic. For the posttest the topics were reversed. Two argumentative topics were used for the second essay, oneanbsp;...
|Title||:||Evaluating College Writing Programs|
|Author||:||Stephen Paul Witte, Lester Faigley|
|Publisher||:||SIU Press - 1983|