In this conceptual paper, borne from the experiences of two academic literacy lecturers at the NWU, we ask, regarding elements of assessment, how we can sensibly adapt an intervention-style writing course in a post-COVID higher education context. We propose a course correction model, applicable to academic literacy writing courses, to address the…

Undertaken during a period when changes in the assessment of English in public examinations at 16+ were becoming embedded in classroom practice, this comparative research explores where poetry is located within the newly aligned examination assessment frameworks of New Zealand and England. It comments on how these frameworks are locally…

Explores how a portfolio assessment project in the University of Cape Town's Chemistry Department developed (within staff) new understandings of the role of writing as a vehicle for learning, which resulted in a reexamination of the relationship of the written assignments to the existing curriculum. Discusses challenges of designing assessment…

"Developing and Assessing an Online Research Writing Course" discusses how the Writing Program at the University of California at Santa Barbara (UCSB) created a hybrid, online research writing course, Writing 50, and assessed that course. The assessment, which is at the center of this piece, was dovetailed with assessment literature in…

Describes a successful unit on poetry, characterized by collaborative planning, creation of the collection of poems used as the text, variation of the approaches and types of assignments, use of recorded music and poetry collected, use of local poets who read and performed for the students, online sharing and critiquing of students' poetry, and a…

Discusses writing techniques and assessment methods used in an interdisciplinary writing course. Recommends freewriting, small-group writing assignments, and peer tutoring. Supports assessment by more than one faculty evaluator, peer feedback, and optional versus mandatory rewriting. (CFR)