The assessment of creative writing in Senior Secondary English: A colloquy concerning criteria

References

• Andrich, D. (2005) A report to the Curriculum Council of Western Australia regarding assessment for tertiary selection, http://newwace.curriculum.wa.edu.au/pages/publications_report.asp (accessed 1.7.12).
   Google Scholar
• Austen, V.J. (2005) ‘The value of creative writing assignments in English Literature courses’, The International Journal for the Practice and Theory of Creative Writing, 2 (2), 138–150.
   Google Scholar
• Australian Curriculum, Assessment and Reporting Authority (2011a) The Australian Curriculum English, http://www.australiancurriculum.edu.au/English/Curriculum/F-10 (accessed 1.7.12).
   Google Scholar
• Australian Curriculum, Assessment and Reporting Authority (2011b) National consultation forum, draft senior secondary curriculum: English. (Document supplied at 2 August, 2011 Forum marked ‘Not For Further Distribution’).
   Google Scholar
• Ball, S., Kenny, A. and Gardiner, D. (1990) ‘Literacy, politics and the teaching of English’, in I. Goodson and P. Medway (eds), Bringing English to Order. East Sussex: Falmer.
   Google Scholar
• Barnes, D. (1976) From Communication to Curriculum. Harmondsworth: Penguin Books.
   Google Scholar
• Brayfield, C. (2009) ‘Creative writing: The frequently asked question’, The International Journal for the Practice and Theory of Creative Writing, 6 (3), 109–117.
   Google Scholar
• Britton, J. (1970) Language and Learning. Harmondsworth: Penguin Books, 1970.
   Google Scholar
• Brophy, K. (1998) Creativity: Psychoanalysis, surrealism and creative writing. Melbourne: Melbourne University Press.
   Google Scholar
• Christie, F. and Misson, R. (1998) ‘Framing the issues in literacy education’, in F. Christie and R. Misson (eds), Literacy and Schooling. London: Routledge.
   Google Scholar
• Curriculum Council (2003) ‘Our youth, our future’. Post‐compulsory Education Review adapted course development and implementation Process. Curriculum Council: Osborne Park, Western Australia.
   Google Scholar
• Curriculum Council (2008a) Literature. http://www.curriculum.wa.edu.au/internet/_Documents/Literature/LIT+syllabus+June+2009.doc (accessed 17.9.09).
   Google Scholar
• Curriculum Council (2008b) WACE Manual. Curriculum Council: Osborne Park, Western Australia.
   Google Scholar
• Curriculum Council (2011a) WACE Manual. Curriculum Council: Osborne Park, Western Australia.
   Google Scholar
• Curriculum Council (2011b) WACE Manual. Curriculum Council: Osborne Park, Western Australia.
   Google Scholar
• Dawson, P. (2001) ‘Creative writing in Australia: The development of a discipline’, Text, 5 (1), 1–14. http://www.textjournal.com.au (accessed 7.5.08).
   Google Scholar
• Dibble, B. and van Loon, J. (2002) ‘Writing theory and/or literary theory’, Text, 6 (1), 1–11.
   Google Scholar
• Earl, L., Watson, N., Levin, B., Leithwood, K., Fullan, M. and Torrance, N. (2003) Watching and learning 3: Final report of the external evaluation of England's National Literacy and Numeracy Strategies. Toronto, Ontario: Ontarion Institute for Studies in Education, University of Toronto.
   Google Scholar
• Earnshaw, S. (2007) The Handbook of Creative Writing. Edinburgh: Edinburgh University Press.
   Google Scholar
• Everett, N. (2005) ‘Creative writing and English’, The Cambridge Quarterly, 34 (3), 231–252.
   Google Scholar
• Goldberg, G.L., Roswell, B.S. and Michaels, H. (1998) ‘A question of choice: The implications of assessing expressive writing in multiple genres’, Assessing Writing, 5 (1), 39–70. Ablex Publishing Corporation.
   Google Scholar
• Grainger, T., Goouch, K. and Lambirth, A. (2005) Creativity and Writing: Developing voice and verve in the classroom. London: Routledge Falmer.
   Google Scholar
• Green, A. (2009) ‘Creative writing in A Level English’, International Journal for the Practice and Theory of Creative Writing, 6 (3), 187–195.
   Google Scholar
• Hake, R. (1983) ‘How do we judge what they write?’, in K. L. Greenberg, H.S. Wiener and R. A. Donovan, (1983) Writing Assessment: Issues and Strategies. New York: Longman.
   Google Scholar
• Hastie, M. and Sharplin, E.D. (2012) ‘Why did you choose that text? Influences on English teachers’ choices of reading materials for students’, English in Australia, 47 (2).
   Google Scholar
• Johnston, B. (1999) ‘How can I usefully respond to students’ first drafts?’ in B. Doecke, (1999) Responding to Students’ Writing. Norwood, South Australia: Australian Association for the Teaching of English.
   Google Scholar
• Kroll, J. (1997) ‘A or C: Can we assess creative work fairly?‘ Text, 1 (1), 1–7.
   Google Scholar
• Larkin, P. (1983) ‘The pleasure principle’, in Required Writing, London: Faber & Faber.
   Google Scholar
• Mcintyre, M. (2000) ‘English: The state of the art. Part I: Genealogies’, Interpretations, 33 (2), 1–15.
   Google Scholar
• Marsh, G. (1992) ‘43%: A commentary on aims and assessments in the teaching of literary writing’ in M. Monteith and R. Miles, (eds) Teaching Creative Writing. Philadelphia: Open University Press.
   Google Scholar
• Marshall, B. (2000) English teachers – The Unofficial Guide: Researching the philosophies of English teachers. London: Routledge Falmer.
   Google Scholar
• Martin, N. (1976) Writing and Learning across the Curriculum, 11‐‐16. London: Ward Lock Educational.
   Google Scholar
• May, S. (2007) Doing Creative Writing. Hoboken: Routledge.
   Google Scholar
• Miles, R. (1992) ‘Creative writing: contemporary theory and the English curriculum’ in M. Monteith and R. Miles, (eds) Teaching Creative Writing. Philadelphia: Open University Press.
   Google Scholar
• Misson, R. (2004) ‘What are we creating in creative writing?‘ English in Australia, 141 32–40.
   Google Scholar
• Misson, R. and Morgan, W. (2006) Critical Literacy and the Aesthetic. Illinois, USA: National Council of Teachers of English.
   Google Scholar
• Monteith, M. (1992) ‘Creative writing: a historical perspective’ in M. Monteith and R. Miles, (1992) Teaching Creative Writing. Philadelphia: Open University Press.
   Google Scholar
• Morris, G. (2012) ‘The Assessment of Creative Writing: Identifying Qualities in Creative Writing for the Development of Assessment Criteria’, Thesis submitted to the Graduate School of Education, University of Western Australia, Perth, Western Australia.
   Google Scholar
• National Association for Writing Education (2011) ‘Creative Writing Benchmarks’ http://www.nawe.co.uk/writing-in-education/writing-at-university/research.html (accessed 1.7.12).
   Google Scholar
• Newman, J. (2007) ‘The Evaluation of Creative Writing at MA Level (UK)’ in S. Earnshaw, (ed.) The Handbook of Creative Writing. Edinburgh: Edinburgh University Press.
   Google Scholar
• O'neill, M. (1987) ‘English curriculum: A kind of anarchy’, English Education, 19 (1), 6–30.
   Google Scholar
• Peters, C. (1990) ‘Applause, applause: Evaluating creative responses and projects’ presented at the Annual Meeting of the National Council of Teachers of English (80th, Atlanta, GA).
   Google Scholar
• Protherough, R. (1983) Encouraging Writing. London: Methuen.
   Google Scholar
• Radio National EdPod (2009) The Teaching of Literature in the Classroom. http://search.abc.net.au/search/click.cgi?url=http://www.abc.net.au/rn/edpod/stories/2009/2518569.htm&rank=1&collection=abcall (accessed 1.7.12).
   Google Scholar
• Ramey, L. (2007) ‘Creative writing and critical theory’ in S. Earnshaw, (ed.) The Handbook of Creative Writing. Edinburgh: Edinburgh University Press.
   Google Scholar
• Robinson, M. and Ellis, V. (1999) ‘Writing in English and responding to writing,’ in J. Sefton‐green and R. Sinker, (eds) Evaluating Creativity: Making and Learning By Young People. Hoboken: Routledge.
   Google Scholar
• Rodriguez, A. (2008) ‘The problem of creative writing: Using grading rubrics based on narrative theory as solution’, New Writing: The International Journal for the Practice and Theory of Creative Writing, 5 (3), 167–177.
   Google Scholar
• Singleton, J. (1992) ‘Creative writing and assessment: A case study,’ in M. Monteith and R. Miles, (eds) Teaching Creative Writing. Philadelphia: Open University Press.
   Google Scholar
• Slomp, D.H. (2007) ‘Trapped between paradigms: Composition pedagogy in the context of a twelfth grade standardized writing assessment’. Thesis submitted to the Faculty of Graduate Studies and Research, Edmonton, Alberta, Library and Archives Canada.
   Google Scholar
• Swander, M., Leahy, A. and Cantrell, M. (2007) ‘Theories of creativity and creative writing pedagogy’, in S. Earnshaw, (ed.)The Handbook of Creative Writing. Edinburgh: Edinburgh University Press.
   Google Scholar
• Tognolini, J. (2006) Meeting the challenge of assessing in a standards based education system, http://www.curriculum.wa.edu.au/internet/Publications/Reports/General_Reports (accessed 28.9.10).
   Google Scholar
• Vandeweghe, R. (2007) ‘How does assessment affect creativity?‘ English Journal, 96 (5), 91–93.
   Google Scholar
• Weldon, F. (2009) ‘On assessing creative writing’, The International Journal for the Practice and Theory of Creative Writing, 6 (3), 168–174.
   Google Scholar
• Wilkins, K. (2009) ‘“Goodly Tales”: Creative writing in the Literary Studies classroom’, English in Australia, 44 (1), 25–32.
   Google Scholar
• Wilkinson, A., Barnsley, G., Hanna, P. and Swan, M. (1980). Assessing Language Development. Oxford University Press.
   Google Scholar
• Wolf, S.A. and Gearhart, M. (1997) ‘New Writing assessments: The challenge of changing teachers’ beliefs about students as writers’, Theory Into Practice, 36 (4), 220–230.
   Web of Science ®Google Scholar