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This work discusses the assessment of writing across the curriculum. It is the first volume in a series analyzing perspectives on writing. The series provides a broad-based forum for monographs and collections in a range of topics that employ diverse theoretical research and pedagogical approaches. The editors emphasize inclusion, both conceptually and methodologically, in the series to highlight the strength and vibrancy of work in rhetoric, composition and writing.

This volume makes an important contribution to our understanding of literacy as a multi-faceted, complexly situated activity. Contributing authors represent a wide variety of theoretical and research perspectives. Each chapters provides a fresh perspective into a different site for literate behavior and relationships. Freeing literacy from a specific site or set of practices allows us to see it as a way to consider the experiences, memories, and histories of those who use literacy to make meaning in their lives.

Focusing specifically on holistic scoring, this text looks at issues surrounding the assessment of writing, looking at its social, historical and theoretical context, and questioning what is really meant by good writing.