Abstract
This snapshot describes and reflects upon two case studies of community writing projects between Emerson College and Boston Public Schools. Emerson College students were asked to tutor 10th grade BPS students for the English Language Arts portion of the state standardized assessment. Through both quantitative results and qualitative reflection, this paper suggests that approaching such standardized tests as a distinct genre of writing can not only help students to gain awareness for multiple genres, but also to recognize their own writing as an empowered and meaningful political form of social action.
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