This page contains archived content from a LINCS email discussion list that closed in 2012. This content is not updated as part of LINCS’ ongoing website maintenance, and hyperlinks may be broken.
Return-Path: <firstname.lastname@example.org> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j1FHhhC08565; Tue, 15 Feb 2005 12:43:43 -0500 (EST) Date: Tue, 15 Feb 2005 12:43:43 -0500 (EST) Message-Id: <email@example.com> Errors-To: firstname.lastname@example.org Reply-To: email@example.com Originator: firstname.lastname@example.org Sender: email@example.com Precedence: bulk From: Swillkenspurcell@aol.com To: Multiple recipients of list <firstname.lastname@example.org> Subject: [NIFL-ASSESSMENT:907] RE: Voice in writing X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: 9.0 SE for Windows sub 950 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="US-ASCII" Status: O Content-Length: 877 Lines: 19 Hello: Since reading the rubric and noting the inclusion of voice, I have spent an extraordinary amount of time pondering this particular assessment area. It is a difficult area to assess. Writing can have strong or weak elements of voice; however, it would be difficult to assess someone's writing voice as right or wrong unlike, say, grammatical errors. Voice is a product of the culmination of many things, and whether it should be assessed outside of accelerated or gifted high school programs or college English classes is an interesting question. To teach writing students about voice is as necessary as teaching other elements of writing, but because many of these students' lack of basic writing experience, I am not "sold" on the benefits of using it as an assessment area. Thanks, Shannon Adult and Community Education Leon County Florida
This archive was generated by hypermail 2b30 : Mon Oct 31 2005 - 09:48:45 EST