[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600195-105":59,"doc-detail-600195-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","deconstructing-generous-reading-revising-a-writing-assessment","Deconstructing Generous Reading - Revising a Writing Assessment","","This discourse analysis explores the affordances and constraints of Generous Reading (GR), an alternative writing assessment adopted in teacher professional development. Tracing GR’s development through empirical studies, it analyzes an excerpted GR professional development conversation among three educators discussing an African American girl’s math writing. The analysis identifies raciolinguistic ideologies that position the student negatively while enabling the math teacher to consider new instructional possibilities, concluding with culturally sustaining pedagogy to revise GR.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/deconstructing-generous-reading-revising-a-writing-assessment/600195/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/deconstructing-generous-reading-revising-a-writing-assessment/600195.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does Generous Reading (GR) focus on in writing assessment?","Question",{"text":112,"@type":113},"GR reads student writing by centering both the writer and the writing process. It emphasizes strength and voice rather than only conformity to a standard.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the discourse analysis of the GR conversation uncover?",{"text":117,"@type":113},"The analysis uncovers raciolinguistic ideologies introduced and maintained in the conversation, which negatively positioned the student even as the math teacher began to explore new instructional possibilities.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper propose revising GR?",{"text":121,"@type":113},"The article concludes by discussing culturally sustaining pedagogy used to revise the GR form, addressing how linguistic and cultural diversity can be supported in teaching and assessment.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600195,1792144845,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","| \u003Cbr>| Deconstructing Generous Reading:\u003Cbr>Revising a Writing Assessment |\n| --- | --- |\n\nLucy K. Spence, University of South Carolina  \nAbstract  \nThis discourse analysis explored the affordances and constraints of Generous Reading (GR), an alternative writing assessment used in teacher professional development. First, GR is traced through its development in empirical studies. Next, a critical discourse analysis of a GR professional development conversation between three EuropeanAmerican educators is described. A teacher of math and science, a teacher of language arts and social studies and a university researcher discussed an African American girl’s math writing. The conversation was excerptedfrom a larger study of GR. A discourse analysis of this conversation uncovered raciolinguistc ideologies that negatively positioned the student, even as the math teacher began to address new possibilities for instruction. The article concludes with a discussion of culturally sustaining pedagogy used to revise the GR form.  \nKeywords: writing; generous reading; language’ raciolinguistic ideologies; discourse analysis; math writing; assessment  \nThis discourse analysis explores the affordances and constraints of Generous Reading, an alternative writing assessment (Spence, 2010) and how it was used with teachers in a racially and ethnically diverse setting in the southeastern US. Because raciolinguistic ideologies (Alim, Rickford,& Ball, 2016) . were expressed during the writing assessment conversation, Spence used critical discourse analysis to understand how this ideology was introduced and maintained. This was necessary because raciolinguistic ideologies must be confronted and understood for change to occur. Because diverse student writers have persistently faced discrimination in US education settings, it is important to address the potential for raciolinguistic ideologies surfacing during writing assessment (Ball, 1996; Baugh, 1995; Dyson & Smitherman, 2009; Escamilla & Coady, 2001, 2005; Johnson & VanBrackle, 2012; Kinloch, 2010) .  \nDeficit notions of varieties of English are persistent in both instruction and assessment (Cazden, 1988; Coady and Escamilla, 2006; Delpit, 2006) . It has been shown that varieties of English such as African American Language and writing features typical of English learners unduly influence teachers and others who score student writing (Johnson & VanBrackle, 2012). Negative assumptions about students based on their style of speech impact opportunities for linguistically diverse students. Deficit-based prescriptive practices, a focus on assessment that narrows curriculum, and pre-existing notions of what counts in writing position students as lacking language skills. For educators to resist such practices in writing instruction it is necessary to interrogate teachers’ views of linguistically diverse student writing and to understand how cultural and  \nlinguistic diversity can be addressed in teaching and assessment practices (Hornberger & Link, 2012) .  \nRecent writing assessment scholarship has explored issues of diversity and what this means in terms of validity (Poe, 2014) . For example, analytical rubrics used with diverse student writers fail to address sociocultural aspects of writing such as content, context, culture, and linguistic diversity (Spence, 2010) . Teachers depend on their interpretations ofthe written product and these interpretations may be based on deficit perspectives. Therefore, Soltero-González, Escamilla, & Hopewell (2012) recommend using a holistic bilingual perspective when assessing linguistically diverse student writing. Holistic perspectives are necessary to counter notions ofa standard version of English that lead to deficit perspectives toward linguistic diversity (Dunstan & Jaeger, 2015) . This paper challenges deficit perspectives through a discourse analysis of one writing assessment conversation.  \nBackground  \nGenerous reading is a form of writing assessment that allo","cbCair79qhbfyzn2","https://ap.wps.com/l/cbCair79qhbfyzn2","pdf",280492,14,"English","# Abstract\n# Background\n## Generous Reading as Writing Assessment\n## Development and Context","[{\"question\":\"What does Generous Reading (GR) focus on in writing assessment?\",\"answer\":\"GR reads student writing by centering both the writer and the writing process. It emphasizes strength and voice rather than only conformity to a standard.\"},{\"question\":\"What does the discourse analysis of the GR conversation uncover?\",\"answer\":\"The analysis uncovers raciolinguistic ideologies introduced and maintained in the conversation, which negatively positioned the student even as the math teacher began to explore new instructional possibilities.\"},{\"question\":\"How does the paper propose revising GR?\",\"answer\":\"The article concludes by discussing culturally sustaining pedagogy used to revise the GR form, addressing how linguistic and cultural diversity can be supported in teaching and assessment.\"}]","Deconstructing Generous Reading - Revising a Writing Assessment | PDF",1792090216,35]