Rather than enforcing white supremacist language standards, a linguistic justice approach to writing assessment prioritizes transparency, community, and dialogue. As Williams (2021) notes, rather than focusing on grammar alone, instructors can assess whether students’ language choices reflect a consistent, purposeful, and goal-oriented writing style along with whether these choices enhance the readability and comprehension of their ideas (p. 9).
This teaching resource offers a versatile framework for evaluating student writing that can be applied across disciplines and with various types of assignments. It facilitates a constructive dialogue between students and instructors through reflective questions designed for use both at the start of the writing process and after receiving feedback. Additionally, it includes questions inspired by Inoue’s (2020) work on antiracist reading, providing instructors with tools to offer meaningful feedback and evaluate student writing through an antiracist lens.
Kerri Flinchbaugh, University Writing Program
Inoue, A. B. (2020). Teaching antiracist reading. Journal of College Reading & Learning, 50(3), 134-156. https://doi.org/10.1080/10790195.2020.1787079
Williams, J. L. (2021). A framework for raciolinguistically just literacy instruction. Williams Higher Ed. https://williamshighered.com/wp-content/uploads/2021/11/Raciolinguistic-Justice-Framework.pdf