In the Absence of Grades: Dissonance and Desire In Course-Contract Classrooms

Document Type

Article

Publication Date

9-1-2018

Department

English

School

Humanities

Abstract

© 2018 by the National Council of Teachers of English. All rights reserved. Acknowledging students’ and instructors’ desires for grades as affective carriers of achievement, belonging, and identity can move us beyond ideals of socially just assessment, making space for decolonizing action and explorations of how the classroom community and the field grapple with the dissonance between being a writer and being a student.

Publication Title

College Composition and Communication

Volume

70

Issue

1

First Page

30

Last Page

56

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