This essay considers how we might grade creative writing in a way that is better aligned with our values as writers and teachers. The authors, in the form of an active dialogue, reflect on their efforts to develop an alternative grading method, and discuss their experiences putting that method into practice at two different City University of New York (CUNY) colleges. They detail the considerations that informed their “rubric” and its four central values: professionalism, community, exploration, and revision. They also discuss their strategies for putting those values into practice, through collective brainstorming with students, and the development of individualized contracts. Finally, the authors reflect on the successes, challenges, and surprising outcomes of their grading approach, as well as some important pedagogical interventions that were enabled through this “rubric.” In addition to these reflections, this essay also includes samples of the assessment materials they developed for these classes. By sharing these materials and stories, the authors aim to open their conversations about grading creative writing to a wider community of creative writing studies scholars.
Luckert, Erika and McCormick, Jason
"Grading What We Value: A Conversation for Creative Writing,"
Journal of Creative Writing Studies: Vol. 6:
2, Article 3.
Available at: https://repository.rit.edu/jcws/vol6/iss2/3