Abstract
Assessing College Writing: Do Students Connect with the Text?
Highlights
In college instruction, there is a triarchy of activities consisting of reading, writing, and assessment
The categorical component of the Categorical-Dynamic Index (CDI) is based on analytic thinking which is characterized by logic-based reasoning and deliberation
An examination of Equations 3, 4, and 5 indicates that CDI-Overall is a strong measure of analytic thinking not of a narrative reaction
Summary
There is a triarchy of activities consisting of reading, writing, and assessment. College instructors often ask students to read textbooks, novels, poetry, journal articles, and case studies. These reading assignments are coupled with classroom tests or writing assignments and are followed with instructor assessments. In a typical written composition, assessment evaluates mechanics, like spelling, vocabulary, and grammar; quality, including organization and fluency; and content, including accuracy, coverage, creativity, insight, and critical analysis. Quality, and content, there are other more subtle aspects of writing assessment In their compositions, an instructor could ask, for instance, did students identify with the characters in a novel; did they empathize with a victim in a newspaper article; did they agree with an editorial; and did they react to and contest the claims of a journalist? There is an active relationship between reader and text that develops over the course of reading
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