Dan Royer and Roger Gilles
royerd@gvsu.edu
gillesr@gvsu.edu
Foreword Edward M. White
Introduction
Daniel J. Royer and Roger Gilles
Introduction: FAQ
Part I: Principles
Chapter 1
Peter Elbow
Directed Self Placement in Relation to Assessment: Shifting the Crunch
from Entrance to Exit
Chapter 2
David Blakesley
Directed Self-Placement in the University
Chapter 3
Royer and Gilles
The Pragmatist Foundations of Directed Self-Placement
Chapter 4
Erica Reynolds
The Role of Self-Efficacy in Writing and Directed Self-Placement
Part II: Practices
Chapter 5
Robbie Sims and Ellen Pinter
Directed Self-Placement at Belmont University: Sharing Power, Forming
Relationships, Fostering Reflection
Chapter 6
Janice Chernekoff
Introducing Directed Self-Placement to Kutztown University
Chapter 7
Cynthia E. Cornell and Robert D. Newton
The Case of a Small Liberal Arts University: Directed Self-Placement at
DePauw
Chapter 8
Phyllis Frus
Directed Self-Placement at a Large Research University: A Writing Center
Perspective
Chapter 9
Patrick Tompkins
Directed Self-Placement in a Community College Context
Chapter 10
David Blakesley, Purdue University
Erin J. Harvey, New Mexico State University
Erica J. Reynolds, University of Arizona
Southern Illinois University Carbondale as an Institutional Model: The
English 100/101 Stretch and Directed Self-Placement Program
Chapter 11
Michael Neal and Brian Huot
Responding to Directed Self-Placement
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Directed Self-Placement challenges
two key assumptions—that college writing ability can be effectively
measured outside the rich context of classroom assessment practices, and
that writing ability alone best predicts success in the college writing
classroom. Around the country, program administrators
at colleges and universities seek to assign entering students to an appropriate
first-year writing class by determining as best they can the proficiency
of student writing. Standardized tests. Timed writing samples. Entrance
portfolios. Done well, these conventional forms of placement are time-consuming
and costly. Done poorly, they result in arbitrary decisions based on thin
evidence that has very little to do with the real conditions of a student’s
success in a writing course.
How can decisions about placement into first-year writing
courses include the larger contexts of program pedagogy, programs goals,
and complex student lives? How can placement decisions take educational
advantage of what students already know about themselves as writers? How
can writing program administrators and faculty use what they know about
their own programs, expectations, and past experience with writers to
help guide students in making an informed, intelligent choice?
The contributors to this volume describe how and why
DSP works—how it honors the high school experiences of entering
college students, how it motivates students to do well, how it encourages
faculty to maintain high expectations, how it challenges both faculty
and administrators to define and articulate their curricula, and how it
helps ensure that students who really want extra help get the help they
need. Representing a full range of institutions—from community colleges
to research universities—these contributors explore the principles
and practices of this exciting new approach to writing placement.
Back to the GVSU Department
of Writing main page.
Article
for E-journal of Basic Writing
Self-efficacy
and DSP (EJR)
CCC Article
on DSP
Letter
to students
DSP brochure
for students
Book Introduction
FAQ
"Why
Placement? Why Directed Self-Placement? (a prompt for
discussion)
To order the book, call:
Hampton Press Inc
(201) 894-1686
(800) 894-8955
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