Foreword
Pat Belanoff
Preface
Frances Zak and Christopher C. Weaver
Acknowledgments
Part I. Directions and Misdirections
Student Voices
1. The Origins and Evolution of Grading Student Writing: Pedagogical Imperatives and Cultural Anxieties
Richard Boyd
2. Direction in the Grading of Writing? What the Literature on the Grading of Writing Does and Doesn't Tell Us
Bruce W. Speck and Tammy R. Jones
3. Do We Do What We Say? Contradictions in Composition Teaching and Grading
Bruce Maylath
Part II. The Power and Authority of Graders
Student Voices
4. Construction, Deconstruction, and (Over)Determination: A Foucaultian Analysis of Grades
Kathleen Blake Yancey and Brian Huot
5. Peter Elbow and the Cynical Subject
Michael Bernard-Donals
6. Differences of Opinion: An Exchange of Views
Peter Elbow and Michael Bernard-Donals
Part III. How Students See Grades as Signifiers
Student Voices
7. Grading as a Rhetorical Construct
Nick Carbone and Margaret Daisley
8. Resisting Reform: Grading and Social Reproduction in a Secondary Classroom
Steven VanderStaay
Part IV. Institutional Entanglements
Student Voices
9. The Politics of Cross-Institutional Grading: An Adjunct's Dilemma
Pauline Uchmanowicz
10. The Politics and Perils of Portfolio Grading
Maureen Neal
Part V. Imagining Alternatives
Student Voices
11. Grading in a Process-Based Writing Classroom
Christopher C. Weaver
12. Gender and Grading: "Immanence" as a Path to "Transcendence?"
Irene Papoulis
13. Grade the Learning, Not the Writing
Cherryl Smith and Angus Dunstan
14. Changing Grading While Working with Grades
Peter Elbow
15. The Conversation Continues: A Dialogue on Grade Inflation
Kathleen Blake Yancey, Michael Bernard-Donals, Margaret Daisley, Maureen Neal, Steven VanderStaay, Nick Carbone, and Brian Huot
Works Cited
About the Contributors
Index