In the Absence of Grades: Dissonance and Desire In Course-Contract Classrooms
© 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.
College Composition and Communication
(2018). In the Absence of Grades: Dissonance and Desire In Course-Contract Classrooms. College Composition and Communication, 70(1), 30-56.
Available at: https://aquila.usm.edu/fac_pubs/18131