“Alternative” grading practices are becoming more and more common in the Writing Program and in the wider academic community. Departing from traditional assessment systems can allow for greater equity in a writing class, less stress for students and instructors, and more focus on course content, writing practices, and the learning process. It can also help to build a stronger sense of community in the classroom. There are many approaches to more equitable grading, but in our program, most of these fall under the following three main categories:

Interested in using one of these approaches in your classroom?

Guide to Inclusive Teaching in Writing Classrooms