The Directed Self-Placement

These options would have dramatically improved ultimate writing placements

, in retrospect it's easy to see that these proposals undervalued their administrative costs for the institution, the emotional costs for students, and the political disaster of announcing an initial placement of 38 percent of first-year students into MBT Shoes On Sale what would be viewed by the public as "remediation." GSU balked at reassigning hundreds of students after the add drop period and arranging class capacities to accommodate transfers. Ultimately, GSU adopted the dual SAT-CR 520 or SAT-W 410 cut scores, and in the fall of 2007, AAC's proposal went into effect.

Some readers may be surprised that the writing faculty did not suggest directed self-placement (DSP) from the start. Directed self-placement, a term and concept that originated with Daniel Royer and Roger Gilles at Grande Valley State University, refers to a placement methodology that requires students to determine their own writing placement after reviewing a checklist or answering a series of questions about their experiences with reading and writing. DSP programs have proliferated since Royer and Gilles's article was published in 1998, and from their follow-up edited book collection in 2003 and conference and listserv discussions, it's clear that DSP has generated a lot of enthusiasm in the field. Part of the beauty of DSP is its student empowerment and "simplicity"; consequently, the expertise of writing faculty comes in minimally, primarily from the instructional material that accompanies the questionnaires that students increasingly take online. Students are essentially recommended to MBT Chapa take basic writing, as for example Royer and Gilles explain it: "If many of the strong literacy statements don't describe you or if you just don't consider yourself a strong reader and writer, you might consider taking 098 basic writing".

Although the administrators at AAC articulated strong distrust of directed self-placement, AAC skepticism played only a small part in the writing faculty's decision not to recommend DSP. Despite reported success with DSP at other large public universities with diverse student populations, as Peckham describes at Louisiana State University, the WPA did not have faith that DSP would be successful at GSU. First and foremost, the WPA did not see the writing program essentially a single-person administrative operation as having the resources necessary for strong DSP. Further, she did not see real possibilities of educating existing first-year advising staff about the procedures of DSP, much less persuading the advising staff to undertake the labor required to successfully implement a strong DSP plan steps that DSP advocate David Blakesley, among others, makes clear are essential. At GSU, the conditions that enabled our placement crisis to occur primarily, a less than fully respected and empowered writing program were the same conditions that would prevent DSP from succeeding.

The Directed Self-Placement

By: linde

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