{"id":44,"date":"2017-09-18T19:37:10","date_gmt":"2017-09-18T19:37:10","guid":{"rendered":"https:\/\/www.berea.edu\/bereawritingguide\/?page_id=44"},"modified":"2018-06-06T09:55:20","modified_gmt":"2018-06-06T13:55:20","slug":"contract-grading","status":"publish","type":"page","link":"https:\/\/legacy.berea.edu\/bereawritingguide\/chapter-6-evaluating-student-writing\/contract-grading\/","title":{"rendered":"Contract Grading"},"content":{"rendered":"

[vc_row][vc_column][vc_column_text]For some composition faculty, grading itself can come to feel counterproductive to students\u2019 deep engagement in the writing process, which entails taking risks with ideas and styles. Students can end up focusing on grades instead learning. In an attempt to prioritize the behaviors that lead to improved writing, some faculty chose to use grading contracts in lieu of traditional scoring throughout the semester. Compositionists Jane Danielewicz and Peter Elbow describe<\/a>\u00a0show such contracts can encourage greater student engagement with the work of the course as well as eliminate any unpleasant and counterproductive conversations about grades.<\/p>\n

I (Anne) have used a grading contract in several of my GSTR 110 sections as well as in other writing classes within the English major. My sample contract, based largely on Jane Danieliwicz\u2019s one, is printed in full below. In the semesters in which I\u2019ve used the contract, I\u2019ve enjoyed the total absence of any discussion about grading throughout the entire semester. Nearly all students meet the terms of the contract; the few who do not receive a grade lower than a \u201cB\u201d as their final mark in the course. More importantly, though, I notice that when I use the contract, I find my students taking far greater risks in their actual drafting process. As there is no \u201cpenalty\u201d for illogical analysis or strained connections, I find students reaching \u2014 sometimes overreaching \u2014 further afield in their essays. Reaching out to the edge of their understanding often seems the most productive way to get them to think beyond their comfort zone.<\/p>\n

But using a grading contract does demand tremendous vigilance in terms of making sure that all students are following all of its terms. A simple spreadsheet with each of the rules, along with student names and dates, can ease the burden of keeping track of behaviors each day. I\u2019ve also found this to be a good task for my TAPL.<\/p>\n

Anne\u2019s Sample Contract for GSTR 110, based on Jane Danieliwicz\u2019s work<\/strong><\/p>\n

Instructions: <\/strong><\/p>\n

Read the following contract. Your signature at the bottom of the contract means that you fully understand the terms of the contract. Should you break the contract at any point in the semester, you will revert to a traditional, quality-based grading system for the duration of the term.<\/p>\n

The Grading Contract:<\/strong><\/p>\n

Because grades often promote an antagonistic classroom dynamic that can distract students and instructors from the real business of writing, this course will use a method of evaluation known as \u201ccontract grading.\u201d\u00a0 Rather than exclusively rewarding students whose work fits an ideal image of quality writing, this method encourages responsible student behavior and provides an atmosphere conducive to the sorts of risks and experimentation necessary for growth as a writer. I will provide feedback on all of your assignments in the form of comments. These comments will not count against you; rather, they are an important resource for improving your writing.\u00a0 Read the comments carefully and come to me with any questions they bring up.<\/p>\n

You are guaranteed a final course grade of a B if you meet all of the following conditions:<\/p>\n