My framework melds rhetorical theories to examine particular discourse objects related to writing assessment. Specifically, each chapter uses a different theory to examine a discourse object or set of objects. I have purposefully cast a wide analytical net because there is an acute need for more theoretical work in writing assessment. In order to gets it done with complete technicalities students looking for Dissertation Help UK as they are not specialised in Rhetorical writing and back of mind they are taking stress for their good grades.
Assessment methods often do not align with our central principles in rhetoric and composition and almost all iterations of writing assessment theory remain somehow delimited to core educational measurement concepts of validity and reliability. This theoretical tethering to educational measurement give efforts to theoretically transform writing assessment of attempt to exploit the latitude available in application of theory by proposing new methods. Yet, such focus on practice has unintentionally hamstrung theory.
This project is motivated by this disequilibrium; Dissertation Help UK endeavoured to rhetorically study writing assessment in ways that would have theoretical import. The result is a dissertation bookended by theoretical chapters that deal with writing assessment discourse. As counterparts to the theoretical aims of chapters one and five, chapters two, three, and four consist of theoretically-informed analyses of specific discourse objects. The contemporary writing assessment is experiencing a moment of historical and rhetorical opportunity, one in which scholars can begin to rethink our fundamental goals in light of the development of writing assessment theory and practice.
Much like how scholars leveraged hard-fought disciplinary authority within English Studies to enable a fast-paced theoretical evolution of rhetoric and composition in the 1990s that resulted in a wealth of ideologies about and methods for teaching composition, writing assessment has reached a historical moment wherein we have opportunity to reconsider the fundamental goals of our collective project. An initial step towards understanding the rhetoricity of writing assessment in this historical moment is to examine its disciplinary status.
My exploration of writing assessment’s disciplinarity is informed by a progression of thought about disciplines that is traceable between Stephen North, James Berlin, and Steven Mailloux, who each offer different criteria for disciplinarity. Mostly it is difficult for students to do the writing assessment by own thus they require Dissertation Help UK.
Understanding writing assessment as a quasi-discipline opens up the possibility to understand multiple dimensions of its rhetoricity and address questions about the effects of our language practices. As an ideological structure suggested by top Dissertation Help UK, shows a discipline that can shape individuals through processes of professionalization and the cultivation of particular attitudes and orientations. However, these rhetorical contexts of writing assessment are only visible if we apply my sense of rhetoric as relational. One emergent rhetorical context is the social justice turn in writing assessment.
I settle on the description of writing assessment as a quasidiscipline because it is an area of knowledge and practice that is taught and researched at the university level, with robust theories, dedicated scholarly publication venues, interdisciplinary situatedness, institutional and public import and emerging consensus on best practices.