Chronically Academic
Chronically Academic is a graduate research project presenting Grace Walraven’s scholarship on disability and alternative assessment practices in postsecondary composition classrooms.
Not just to accommodate disability, but to put it at the forefront of writing assessment.
Centering Disability in Writing Assessment
Chronically Academic begins with a series of articles about how disability affects those in academia—with a focus on student experiences—and how alternative assessment practices, specifically in composition classrooms, can be implemented not just to accommodate disability, but to put it at the forefront of writing assessment.
The series also considers how keeping disability and marginality at the forefront of writing assessment can affect and benefit all students. It concludes by turning toward the practicalities of implementing alternative assessment practices in a composition classroom through activities and assignments.
Keeping disability and marginality at the forefront of writing assessment can affect and benefit all students.
Foundation → Methods → Practice
The three articles move from foundational discussion to assessment methods and classroom practice.
An Introduction to Disability and Alternative Assessment Practices in Composition Classrooms
This article provides a broad overview of dis/ability, disability studies, the current disabled academic landscape, and disability in the composition classroom. It lays the foundation for the later articles in the series.
Alternative Assessment Ecologies
In this article, I discuss ungrading, labor-based contract grading, and engagement-based contract grading, along with cripistemologies, crip time, and radical flexibility.
Implementing Alternative Assessment Practices
This article turns toward the practicalities of implementing alternative assessment practices in a composition classroom through activities and assignments.
Two Ways to Engage with Grace’s Work
The visual articles reorganize Grace’s scholarship for digital reading through quotations, comparisons, timelines, activity guides, and other scannable formats.
The full-text articles preserve Grace’s complete long-form writing, MLA parenthetical citations, and Works Cited.
Postsecondary Education
These articles are meant to discuss disability, academia, and assessment practices at the postsecondary level. That does not prohibit the discussion from extending to primary and secondary education; those levels are simply outside the parameters of this series.
Begin with the Foundation
This first article provides a broad overview and lays the foundation for the later articles in the series.
An Introduction to Disability and Alternative Assessment Practices in Composition Classrooms
