Interchanges: Response to Shawna Shapiro

References

1. Adams, Char, et al. “Map: See Which States Have Passed Critical Race Theory Bills.” NBC News, June17, 2021. https://www.nbcnews.com/news/nbcblk/map-see-which-states-have-passed-critical-race-theory-bills-n1271215.
   [Google Scholar]
2. Adams, Charles F., et al.Report of the Committee on Composition and Rhetoric to the Board of Overseers of Harvard College. Harvard University, 1892.
   [Google Scholar]
3. Brown, David West, and AullLaura L.. “Elaborated Specificity versus Emphatic Generality: A Corpus-Based Comparison of Higher-and Lower-Scoring Advanced Placement Exams in English.” Research in the Teaching of English, vol. 51, no. 4, pp. 394–417.
   [Google Scholar]
4. Baker-Bell, April.Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy. NCTE/Routledge, 2020.
   [Google Scholar]
5. Baker-Bell, April, et al. “This Ain’t Another Statement! This is a DEMAND for Black Linguistic Justice.” College Composition and Communication, National Council of Teachers of English, July 2020. https://cccc-ncte-org.proxy.lib.umich.edu/cccc/demand-for-black-linguistic-justice.
   [Google Scholar]
6. Cameron, Deborah.Verbal Hygiene. Routledge, 1995.
   [Google Scholar]
7. Cheville, Julie. “Automated Scoring Technologies and the Rising Influence of Error.” English Journal, vol. 93, no. 4, 2004, pp. 47–52.
   [Google Scholar]
8. Curzan, Anne.Fixing English: Prescriptivism and Language History. Cambridge, 2014.
   [Google Scholar]
9. Elliot, Norbert.On A Scale: A Social History of Writing Assessment in America. Peter Lang, 2005.
   [Google Scholar]
10. Executive Board of the Council of Writing Program Administrators. CWPA Executive Board Statement in Response to the Recent Call to Boycott the Organization. Council of Writing Program Administrators, 30Apr. 2021. http://www.wpacouncil.org/aws/CWPA/pt/sd/news_article/366395/_PARENT/lay out_details/false.
    [Google Scholar]
11. Finegan, Edward.“Style and Standardization in England: 1700–1900.”English in Its Social Contexts, edited byWilliam MachanTim and ScottCharles T., Oxford UP, 1992, pp. 102–130.
    [Google Scholar]
12. Florido, Adrian. “Teachers Say Laws Banning Critical Race Theory Are Putting a Chill on Their Lessons.” NPR, 28May 2021. https://www.npr.org/2021/05/28/1000537206/teachers-laws-banning-critical-race-theory-are-leading-to-self-censorship.
    [Google Scholar]
13. Herrington, Anne, and StanleySarah.“CriterionSM: Promoting the Standard.”Race and Writing Assessment, edited byInoueAsao B. and PoeMya, Peter Lang, 2012, pp. 47–61.
    [Google Scholar]
14. Hughes, Sarah, and LiRuth. “Affordances and Limitations of the ACCUPLACER Automated Writing Placement Tool.” Assessing Writing, vol. 41, 2019, pp. 72–75.
    [Google Scholar]
15. Leonard, Sterling Andrus. “How English Teachers Correct Papers.” The English Journal, vol. 12, no. 8, 1923, pp. 517–32.
    [Google Scholar]
16. Lippi-Green, Rosina.English with an Accent. 2nd ed., Routledge, 2012.
    [Google Scholar]
17. Mann, Horace. “Boston Grammar and Writing Schools.” The Common School Journal, vol. 7, nos. 19–23, 1845, pp. 289–368.
    [Google Scholar]
18. Metz, Mike. “Challenges of Confronting Dominant Language Ideologies in the High School English Classroom.” Research in the Teaching of English, vol. 52, no. 4, 2018, pp 455–77.
    [Google Scholar]
19. Milroy, James. “Language Ideologies and the Consequences of Standardization.” Journal of Sociolinguistics, vol. 5, no. 4, 2001, pp. 530–55.
    [Google Scholar]
20. Moos, Andrew, and Van ZanenKathryn. “Directed Self-Placement as a Tool to Foreground Student Agency.” Assessing Writing, vol. 41, 2019, pp. 68–71.
    [Google Scholar]
21. Randall, Jennifer, et al. “Ain’t Oughta Be in the Dictionary: Getting to Justice by Dismantling Anti-Black Literacy Assessment Practices.” Journal of Adolescent & Adult Literacy, vol. 64, no. 5, 2021, pp. 594–99.
    [Google Scholar]
22. Scott, Fred Newton. “What the West Wants in Preparatory English.” The School Review, vol 17, no 1, 1909, pp. 10–20.
    [Google Scholar]
23. Shohamy, Elana.“Critical Language Testing.”Language Testing and Assessment, 3rd ed., edited byShohamyElana et al., Springer, 2017, pp. 441–51.
    [Google Scholar]
24. Shohamy, Elana. “Critical Language Testing and Beyond.” Studies in Educational Evaluation, vol. 24, no. 4, 1998, pp. 331–45.
    [Google Scholar]
25. Smart, Jon. “Affordances of TOEFL Writing Tasks Beyond University Admissions.” Assessing Writing, vol. 41, 2019, pp. 80–83.
    [Google Scholar]
26. Smith, Kendon, and WheelerKelly L.. “Using the Smarter Balanced Grade 11 Summative Assessment in College Writing Placement.” Assessing Writing, vol. 41, 2019, pp. 76–79.
    [Google Scholar]
27. Smitherman, Geneva. “Raciolinguistics, ‘Mis-Education,’ and Language Arts Teaching in the 21st Century.” Language Arts Journal of Michigan, vol. 32, no. 2, article 3, 2017.
    [Google Scholar]
28. Trachsel, Mary.Institutionalizing Literacy: The Historical Role of College Entrance Examinations in English. Southern Illinois University Press, 1992.
    [Google Scholar]
29. Trudgill, Peter.“Standard English: What It Isn’t.”Standard English: The Widening Debate, edited byBexTony and WattsRichard J., Routledge, 1999, pp. 117–28.
    [Google Scholar]
30. Woolard, Kathryn A., and SchieffelinBambi B.. “Language Ideology.” Annual Review of Anthropology, vol. 23, 1994, pp. 55–82.
    [Google Scholar]
31. Womack, Anne-Marie. “Teaching Is Accommodation: Universally Designing Composition Classrooms and Syllabi.” College Composition and Communication, vol. 68, no. 3, 2017, pp. 494–525.
    [Google Scholar]
32. Yancey, Kathleen Blake. “Looking Back as We Look Forward: Historicizing Writing Assessment.” College Composition and Communication, vol. 50, no. 3, 1999, pp. 483–503.
    [Google Scholar]
33. Zanders, Crystal J., and WilsonEmily. “Holistic, Local, and Process-Oriented: What Makes the University Utah’s Writing Placement Exam Work.” Assessing Writing, vol. 41, 2019, pp. 84–87.
    [Google Scholar]