Self-Regulation in Textbooks and Assessment

Tim Collins, Ph.D.National-Louis University, Chicago

Underlying Theories

• Most textbooks rely on theories of rhetoric (traditional rhetoric, process writing).

• Textbooks may be process-based or product-based.

• May focus on speaker, audience, text.

Approaches to Writing

• Product-based (focus on accuracy)• Genre-based (focus on authenticity)• Process-based (focus on fluency)• A hybrid of these(Badger and White, 2000)

Few consider composition theory.

Composition Theory

• Examines reasons why we write (other than “Miss Appleby assigned it)

• Considers internal, mental processes that happen when we write

These can be very hard to operationalize in the pages of a student book. May appear in a TE or not at all.

Internal Processes of Writing

• Motivation for writing• Creative use of rubrics• Reflections and exit slips• Side-by-Side Evaluation• Wikis, blogs, and social networking

Motivation for Writing

• Motivation may be highly instrumental (assignment or test)

• Genres we focus on may not be the genres that students actually want to write

• “Publishing” options in process writing can be nonexistent, highly contrived, unmotivating.

Creative Use of Rubrics

• Peer assessment• Self-assessment• “Focused” rubrics or general rubrics

Reflections and Exit Slips

• Reflections attached to compositions in portfolio

• Reflective writing journals• Effective use of technology (Google dox or

other software or online tools for collaborative writing and review

Side-By-Side Evaluation

• Discourse with student about writing• Opportunities to engage student about

motivation, decisions, and implications

Wikis and More

• Blogs, wikis, and similar give students reasons to write, and reasons to communicate effectively.

• Wikis in particular may show and retain all stages of revision, so writers may see and reflect upon their growth as writers during the writing process.