Document Type
Article
Publication Date
2011
Abstract
Earlier research on assessment suggests that even when Native English Speaker (NSE) and Non-Native English Speaker (NNES) writers make similar errors, faculty tend to assess the NNES writers more harshly. Studies indicate that evaluators may be particularly severe when grading NNES writers holistically. In an effort to provide more recent data on how faculty perceive student writers based on their nationalities, researchers at two medium-sized Midwestern universities surveyed and conducted interviews with faculty to determine if such discrepancies continue to exist between assessments of international and American writers, to identify what preconceptions faculty may have regarding international writers, and to explore how these notions may affect their assessment of such writers. Results indicate that while faculty continue to rate international writers lower when scoring analytically, they consistently evaluate those same writers higher when scoring holistically.
Repository Citation
Lindsey, P.,
& Crusan, D. J.
(2011). How Faculty Attitudes and Expectations toward Student Nationality Affect Writing Assessment. Across the Disciplines: A Journal of Language, Learning, and Academic Writing, 8.
https://corescholar.libraries.wright.edu/english/247
Comments
Across the Disciplines is a fully open access journal with all articles available on the Internet to all users immediately upon publication. Articles are published under a Creative Commons BY-NC-ND license (Attribution-NonCommercial-NoDerivs). Non-commercial use and distribution in any medium is permitted, provided the original article is not modified and the author and the journal are properly credited. Authors retain copyrights to all articles published in Across the Disciplines though we ask that the journal be credited as the original site for publication when reprinting.