Articulation the best curricular sequence -Roxanne L.
Concordant Readings: "mean the interpretive process has stopped with the writing: 'When an essay matches our expectations, the student as author goes otherwise unnoticed'" (341). -Andrea P.
Diagnosis the most productive order to the task of improving each particular student's writing -Roxanne L.
Placement: "assigning place before the course begins, conferring grade during the course, keeping gate at the end...Teachers place or pass pieces of writing: they judge what the students have accomplished on the spot or in the past"(Haswell 334). Tabitha P.
Primitivize: Primitivizing development refers to the act of "forcing students to discard more mature skills in order to adapt to its conditions" - he compares this to "students [who] may lose their sense of complex logical design if forced to use nothing but preset formats" (330). - Nicholas S.
Proleptic Learning: describes traditional apprenticeship systems, such as tailoring or journalism where apprentices are allowed to take on tasks a little ahead of their competence. It follow Vygotsky's formula "that the only 'good learning' is that which is in advance of development (328)." Mary G.
Pseudodiagnosis: This happens when "teachers think they are truly diagnosing student writing, [yet] they are still placing or passing muster on it" (335). -Nick M.
Recentering: Michael J. Chandler's term describing that social concepts tend to evolve out of teens via three positions: narrow and personal, broad and impersonal, and a manageable space involving interpersonal values. This term is contrasted with decentering, which "poorly describes the realities of becoming a socially independent adult" (305) - Peyton C.
Syllabus the order of parts of each course -Roxanne L.
True Diagnosis:Haswell notes that diagnosis is the "act of finding out what a student should do next to improve her or his writing. It is simply the individualized form of curriculum" (334). Diagnosis sets extracurricular work on the basis of the student's capabilities and desires not on the abstract value of the student's present work (336). He specifies that true diagnosis focuses on an individual student instead of ungrounded instruments or subject areas. True diagnosis also does not restrict its gaze to the student of past accomplishments but looks through "that to the learner the present student will become when engaged with new writing tasks" (336). For Haswell, true diagnosis allows the teacher to rely on personal experience in learning the craft of writing, on knowledge of normal age-span developmental, and on the principles proposed for curricular sequencing (344). -Natalie C.