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It argues that recognizing emotion around assessment can help teachers revise assessment practices, interpret the motivations behind their approaches, and empower pedagogical change. Drawing on emotion research and Antonio Damasio’s theory of the “emotional episode,” it distinguishes biological emotions from conscious feelings and connects them to reflection and action in assessment contexts.",{"@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/the-cea-forum-winterspring-2011-writing-assessment-emotions-feelings-and-teachers-1/598549/",{"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/the-cea-forum-winterspring-2011-writing-assessment-emotions-feelings-and-teachers-1/598549.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the article define the relationship between emotion and writing assessment?","Question",{"text":112,"@type":113},"It treats writing assessment as an act intertwined with teaching and learning, where emotions and feelings influence decisions and the educational environment. 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The individual then develops awareness through feeling and responds with actions guided by that response.","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},598549,1792165339,{"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":39,"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},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","THE CEA FORUM  \nWinter/Spring 2011  \nWriting Assessment: Emotions, Feelings, and Teachers  \nNICOLE CASWELL  \nKent State University  \nAcknowledging the role of emotion within and surrounding writing assessment, from both the students’and teachers’perspective, can help teachers revamp their pedagogical assessment practices, strengthen their assessment proposals, understand their positive and negative emotions, and then use that understanding to empower themselves for change. If teachers analyze their emotions within specific contexts and gather data on such analyses, scholars may be able to develop a sophisticated understanding of why teachers do writing assessment the way they do. Assessors will be able to explore the emotions behind their theoretical and epistemological positions, which will allow them to have a clearer idea of what drives their practices, if they accept that their emotions are a part of their writing assessment practices.  \nFor my purposes, I approach writing assessment as more than just grading or responding to a set of student papers within a classroom context. Instead, I look at writing assessment as a complex act that links to teaching and learning, that affects the educational environment and students, that acknowledges the consequences of the assessment, and that reflects what the assessor values and how to get to that value. Beginning with an overview of emotion and feelings and moving to an overview of writing assessment as an emotional practice, this article shifts to discuss how emotions and feelings relate to writing assessment. Then, I focus on ways scholars could use emotions and feelings to further theorize writing assessment work—mostly to  \nTHE CEA FORUM  \nWinter/Spring 2011  \nunderstand how emotions shape decisions. Through this theorizing, I hope to move away from the what teachers do during the act of assessing student writing, to the why. My aim is to provide a vehicle for getting at the emotional aspects of why.  \nEmotion and Feelings  \nOne way to understand teachers’emotions during writing assessment practices is for the field of rhetoric to focus on more interdisciplinary notions of emotion. Emotion research is an interdisciplinary field (psychology, sociology, anthropology, neuroscience), but the field of rhetoric focuses more on disciplinary notions of emotions, especially those of classical rhetors. Focusing the field’s discussion of emotions within the interdisciplinary research of emotions will strength scholars ’ability to understand the role of emotion as it relates to teachers ’writing assessment practices.  \nAccording to Antonio Damasio, a neuroscientist whose theory of emotion and feeling has been used in the field of education, emotion has a biological and neurological emphasis. Damasio’s construction of the “emotional episode” fits into writing assessment if scholars approach writing assessment as a stimulus. Then, the questions become: 1) What emotions does the assessor experience?; 2) How do assessors reflect on their feelings (triggered by writing assessment)? ; and, 3) To what actions are assessors led by their feelings?  \nDamasio locates emotions as a component of the central regions of the brain structure. Specifically, the brain induces emotions from the subcortical, which is located below the cerebral cortex: “neurons located in the hypothalamus, basal forebrain, and brain stem” release chemicals to change the state of the body (Damasio 60). Emotion is a chemical change in the body that is  \nTHE CEA FORUM  \nWinter/Spring 2011  \ninduced in one of two ways. Emotions can be induced by 1) a human processing something from his/her surrounding with one or more of his/her senses or 2) a human recalling a memory. After emotion(s) is induced, the brain sends a command in one of two ways: 1) the bloodstream (a chemical command), or 2) neuron pathways (an electrochemical command) (Damasio 67) . The command from the brain is what causes the change in the body. These changes coul","cbCaicSBX6mk16Ae","https://ap.wps.com/l/cbCaicSBX6mk16Ae","pdf",693790,14,"English","# Writing Assessment as Emotional Practice\n## Emotion and Feelings\n## Damasio’s Emotional Episode Model","[{\"question\":\"How does the article define the relationship between emotion and writing assessment?\",\"answer\":\"It treats writing assessment as an act intertwined with teaching and learning, where emotions and feelings influence decisions and the educational environment. Recognizing emotional dimensions helps explain why assessors assess the way they do.\"},{\"question\":\"What is the main difference between emotion and feeling according to Damasio?\",\"answer\":\"Emotion is linked to biological and neurological bodily changes, while feeling is tied to consciousness and awareness of those changes. “Having” a feeling differs from “knowing” a feeling through reflection.\"},{\"question\":\"What triggers the emotional episode in the model presented?\",\"answer\":\"The emotional episode begins with a stimulus that induces a biological emotion response. The individual then develops awareness through feeling and responds with actions guided by that response.\"}]","THE CEA FORUM - Winter/Spring 2011 - Writing Assessment: Emotions, Feelings, and Teachers - 1 | PDF",1792087136,35]