Directed Self-Placement: Principles and Practices
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The practice of directed self-placement (DSP) challenges two key assumptions—that college writing ability cannot be effectively measured outside the context of classroom assessment practices, and that writing ability alone best predicts success in the college writing classroom. Contributors to this book describe how DSP works in institutions ranging from community colleges to research universities. The editors are affiliated with Grand Valley State University. Annotation ©2003 Book News, Inc., Portland, OR
ForewordIntroduction: FAQ1Pt. IPrinciples131Directed Self-Placement in Relation to Assessment: Shifting the Crunch From Entrance to Exit152Directed Self-Placement in the University313The Pragmatist Foundations of Directed Self-Placement494The Role of Self-Efficacy in Writing and Directed Self-Placement73Pt. IIPractices1055Directed Self-Placement at Belmont University: Sharing Power, Forming Relationships, Fostering Reflection1076Introducing Directed Self-Placement to Kutztown University1277The Case of a Small Liberal Arts University: Directed Self-Placement at DePauw1498Directing Self-Placement at a Large Research University: A Writing Center Perspective1799Directed Self-Placement in a Community College Context19310Southern Illinois University Carbondale as an Institutional Model: The English 100/101 Stretch and Directed Self-Placement Program20711Responding to Directed Self-Placement243Author Index257Subject Index261
