tag:blogger.com,1999:blog-4316441680614292030Thu, 15 Oct 2026 08:57:32 +0000BlogBookantiracismwhite language supremacylabor-based grading contractswriting assessmentCCSSgradingracist discourseracismstandardsracePedagogueoutcomeswpa outcomes statementantiracist orientationfeedbackfirst-year composition goals statementpedagogyBeehlerCWPA boycottLanguage Race WarStoddardantiracist teaching endowmentfairnessfor studentspoetryrubricsELAGoldbergHOWLMarxismcompassiondecolonialitydelinkinggrading historyjudgementmindfulnessreadingAIATLA ConferenceBlumenbachCWPAChatGPTCourseDjango UnchainedFaigleyGolden RuleGramsciHarper LeeIRRLKohnMagnet schoolsNanaNarrative StudiesOrientialismOrwellSLOsSaidVicoaikidoalthusserattendanceautomated scoringbell curvebrave spacesdreamingembodimentequation for racist discoursefirst-year writinggrammarhierarchyinterpellationlabor logslabor-based assessmentlanguagingmomnoncognitiveracist common sensereasonable suspicionrevisionrigortravel showswhite fragilitywhitenessDiscussions for everyone about writing, teaching, writing assessment, race, antiracism, and other things, like poetry that I enjoy writing. A personal blog from Asao B. Inoue. Feel free to follow or subscribe! http://asaobinoue.blogspot.com/noreply@blogger.com (Asao B. Inoue)Blogger107125tag:blogger.com,1999:blog-4316441680614292030.post-3786085315236865452Wed, 01 Feb 2023 17:57:00 +00002023-02-01T13:09:31.233-07:00AIChatGPTThis is a quick post (more to come soon), that points you to a new resource page for teachers that I put together. It focuses on teaching with artificial intelligence (AI), such as ChatGPT. It offers articles about the technologies, several of the tools available online, and other resources. I'll offer more in the coming week or two. The link is in the left-hand navigation window, or http://asaobinoue.blogspot.com/2023/02/teaching-with-and-about-ai.htmlnoreply@blogger.com (Asao B. Inoue)2tag:blogger.com,1999:blog-4316441680614292030.post-1243684022134835466Tue, 04 Jan 2022 19:42:00 +00002022-01-05T11:18:29.357-07:00BlogBookdecolonialitydelinkingoutcomesstandardsEntry 42Too often in our lives, we don’t encounter arguments in the meaningful and ethical ways that schools, colleges, and academic disciplines often understand or assume them to be, nor do we encounter finding common ground, forming agreement, or making ethical decisions collaboratively. We don’t usually find people engaging in any of the habits I listed at the end of the last blogbook post 41.http://asaobinoue.blogspot.com/2022/01/blogbook-language-engagements-in.htmlnoreply@blogger.com (Asao B. Inoue)0tag:blogger.com,1999:blog-4316441680614292030.post-3163455228512192507Sat, 01 Jan 2022 18:56:00 +00002022-01-01T11:57:28.718-07:00antiracismBlogBookdecolonialitydelinkingEntry 41 I’ve spent the last blogbook post (post 40) making a case against argument (sort of), but I also agree that much college writing does ask for argument and not persuasion in the way that the CCSS, and most other writing standards and outcomes such as the WPA OS, articulate it. There is a lot to be gained by understanding and learning about argument and its textual focus on evidence, http://asaobinoue.blogspot.com/2022/01/blogbook-decolonizing-our-languaging.htmlnoreply@blogger.com (Asao B. Inoue)0tag:blogger.com,1999:blog-4316441680614292030.post-2540146497111572693Thu, 16 Dec 2021 20:01:00 +00002021-12-16T13:01:48.222-07:00antiracismBlogBookCCSSoutcomesEntry 40In my last post (post 39), I discussed the ways white male authors and their historically cultivated habits of language deeply inform the CCSS and its appendix essay, which explains the focus on “argument” over “persuasion” when teaching language and writing to high school students in the U.S.  But I was just getting started in explaining the problems with the appendix essay and the http://asaobinoue.blogspot.com/2021/12/blogbook-politics-of-whiteness-in.htmlnoreply@blogger.com (Asao B. Inoue)0tag:blogger.com,1999:blog-4316441680614292030.post-8642698941592952005Mon, 06 Dec 2021 18:19:00 +00002021-12-06T11:19:06.854-07:00aikidoBlogBookCCSSwhite language supremacywpa outcomes statementEntry 39Let’s look deeper into the CCSS’ appendix to understand the fullness of the problem of whiteness, which is a bigger problem in the academy than just the CCSS. This problem comes from the historical and material conditions we live in. The anonymous authors of the appendix draw on only white male university professors and writing researchers to make their point about the outcomes of writinghttp://asaobinoue.blogspot.com/2021/12/blogbook-only-white-men.htmlnoreply@blogger.com (Asao B. Inoue)0tag:blogger.com,1999:blog-4316441680614292030.post-6771688553868978281Thu, 02 Dec 2021 18:25:00 +00002021-12-02T12:00:08.507-07:00BlogBookCCSSstandardswhite language supremacywhitenesswpa outcomes statementEntry 38If what I’m saying about learning outcomes and standards for language seem counterintuitive or wrong, it’s because the systems we live in are built on whiteness (see post 28 on HOWL), and that whiteness is hard to recognize as politicized or positional (that is, biased). Whiteness is a deep part of the structures that make us as teachers, our languaging, the CCSS, and the OS. The CCSS http://asaobinoue.blogspot.com/2021/12/blogbook-difficulty-of-avoiding-white.htmlnoreply@blogger.com (Asao B. Inoue)0tag:blogger.com,1999:blog-4316441680614292030.post-6781934418138514349Fri, 26 Nov 2021 19:01:00 +00002021-11-26T12:01:26.133-07:00labor logslabor-based grading contractsmindfulnessI woke up the other night unable to sleep, so I thought about why a student, or teacher, should keep a labor log in a writing course. I know, that's probably not what you think about when you lie awake at night, but I feel there are some not-so-obvious benefits that are worth explaining to students and teachers, but really, this post is for students. Now, if you are new to labor-based http://asaobinoue.blogspot.com/2021/11/the-benefits-of-labor-logs-for-writing.htmlnoreply@blogger.com (Asao B. Inoue)0tag:blogger.com,1999:blog-4316441680614292030.post-3245855157434469342Tue, 23 Nov 2021 20:18:00 +00002021-11-23T15:35:35.122-07:00automated scoringMagnet schoolswhite language supremacywriting assessmentRecently, I got this email from my dear friend Eli Goldblatt (at Temple U). He put me in contact with a committed and engaged pair of teachers who are concerned about the changes to admissions for magnet schools in the Philadelphia area, and more specifically they were concerned about a 90-minute, timed writing exam that students would now have to take for several of the magnet schools admissionshttp://asaobinoue.blogspot.com/2021/11/bout-to-be-more-racist-philly-magnet.htmlnoreply@blogger.com (Asao B. Inoue)0tag:blogger.com,1999:blog-4316441680614292030.post-1865026356562242529Sun, 21 Nov 2021 19:58:00 +00002021-11-21T12:58:33.630-07:00BlogBookCCSSstandardswpa outcomes statementEntry 37From one angle, the focus on logocentric arguments in the CCSS for high school students and the OS for college students seems reasonable. Note the value-heavy adjective, “reasonable,” in my statement. Why is “reason” and “logical-ness” so highly valued in determining a standard for most writing in schools and colleges? We could say, as Davis does for the CCSS (see post 36), that this is http://asaobinoue.blogspot.com/2021/11/blogbook-logocentric-languaging-next-to.htmlnoreply@blogger.com (Asao B. Inoue)0tag:blogger.com,1999:blog-4316441680614292030.post-6464963789070761341Tue, 16 Nov 2021 18:59:00 +00002021-11-16T11:59:26.177-07:00antiracist orientationBlogBookCCSSstandardsEntry 36Over the last five posts, we’ve been looking at the CCSS language standards, but what about the CCSS’s writing standards? In the writing standard group (CCSS.ELA-LITERACY.WHST.9-10.1), the first anchor standard is broken up into five standards for ninth and tenth graders (standards A-E). The first broad anchor standard states: “Write arguments focused on discipline-specific content.” It http://asaobinoue.blogspot.com/2021/11/blogbook-assuming-white-arguments-and.htmlnoreply@blogger.com (Asao B. Inoue)0tag:blogger.com,1999:blog-4316441680614292030.post-1751490356941063868Wed, 10 Nov 2021 18:11:00 +00002021-11-10T11:11:29.704-07:00antiracist orientationBlogBookCCSSstandardsEntry 35In posts 30, 32, 33, and 34, I discussed the CCSS L.11-12.1 anchor standard and the first of the standards underneath it (L.11-12.1.A). Now, consider the second standard, L.11-12.1.B. It is equally problematic as the first. And it works to maintain the white language supremacy, or a single standard that is dominant in all schools and colleges. It also exemplifies a problem that such http://asaobinoue.blogspot.com/2021/11/blogbook-circular-logic-of-standardized.htmlnoreply@blogger.com (Asao B. Inoue)0tag:blogger.com,1999:blog-4316441680614292030.post-1049028622840658891Tue, 02 Nov 2021 17:11:00 +00002021-11-10T10:57:03.739-07:00antiracist orientationBlogBookCCSSstandardswpa outcomes statementEntry 34My examples of Faulkner, Walker, and MF DOOM (post 33) show change in language over time as well as variation -- that is, language contesting -- even if such changes are unacknowledged. And, it should be pointed out that Strunk and White agree on this point (see post 25). They explain, “language is perpetually in flux: it is a living stream, shifting, changing, receiving new strength fromhttp://asaobinoue.blogspot.com/2021/11/blogbook-be-changing-our-standards.htmlnoreply@blogger.com (Asao B. Inoue)0tag:blogger.com,1999:blog-4316441680614292030.post-8860360353272170704Sun, 24 Oct 2021 20:43:00 +00002021-10-24T13:43:29.196-07:00BlogBookCCSSoutcomeswhite language supremacyEntry 33A big part of using any set of literacy standards or learning outcomes in a classroom are the models used to demonstrate such things to students. Sometimes the models are dictated by required curricula and sometimes they’re chosen by teachers. An antiracist orientation would help a teacher to consider the nature and histories of their models of “good writing” in ways that implicate the http://asaobinoue.blogspot.com/2021/10/blogbook-considering-nature-of-our.htmlnoreply@blogger.com (Asao B. Inoue)1tag:blogger.com,1999:blog-4316441680614292030.post-6923081468138592691Wed, 06 Oct 2021 16:54:00 +00002021-10-06T09:54:35.564-07:00BlogBookCCSSHOWLLanguage Race WarEntry 32Let’s return to the CCSS, and drill down a level to the grade-specific standards that the anchor standard L.11-12.1 (from post 30) is translated into. Through the details, we might see ways to teach through such outcomes that may be demanded of literacy teachers at both the secondary and postsecondary levels. Many of us teachers are required to use such universal standards or outcomes.Thehttp://asaobinoue.blogspot.com/2021/10/blogbook-confronting-borderlands-of.htmlnoreply@blogger.com (Asao B. Inoue)0tag:blogger.com,1999:blog-4316441680614292030.post-3010759519786740433Sun, 03 Oct 2021 18:33:00 +00002021-10-06T09:33:14.742-07:00ATLA ConferenceBlogBookoutcomeswhite language supremacywpa outcomes statementEntry 31A portion of this post was used in my Oct 1, 2021 keynote at the 2021 Conference for Antiracist Teaching, Language, and Assessment (www.atlaconf.com). To engage with the conference's materials and participants, see its ongoing forums: https://atlaconf.freeflarum.com/. Now, how might the WPA Outcomes Statement (OS) unintentionally participate in white language supremacy (WLS) in http://asaobinoue.blogspot.com/2021/10/blogbook-first-look-at-wpa-outcomes.htmlnoreply@blogger.com (Asao B. Inoue)0tag:blogger.com,1999:blog-4316441680614292030.post-8520940365912231665Mon, 13 Sep 2021 20:24:00 +00002021-09-13T13:24:16.130-07:00BlogBookCCSSHarper LeeEntry 30 Let me turn to the first of my two central examples, the CCSS and OS. Consider the first anchor standard in the CCSS (CCSS.ELA-LITERACY.L.11-12.1) in Figure 8. It is the first standard in the “Language” group for all grades. It states, “Demonstrate command of the conventions of standard English grammar and usage when writing or speaking” (note 193). This anchor standard is the http://asaobinoue.blogspot.com/2021/09/blogbook-first-look-at-common-core.htmlnoreply@blogger.com (Asao B. Inoue)1tag:blogger.com,1999:blog-4316441680614292030.post-7709577199617344420Fri, 10 Sep 2021 18:53:00 +00002021-09-10T11:53:49.011-07:00BlogBookoutcomesstandardsEntry 29In the first half of this blogbook (entries 1-28), I’ve offered a history and theory of racism that might be helpful to literacy teachers. In that theory, I discussed race as a concept and set of structures that have infiltrated every aspect of our lives and education, including language -- that is, how and why we talk to each other, and who we talk to. I ended that section of posts by http://asaobinoue.blogspot.com/2021/09/blogbook-whats-problem-with-most.htmlnoreply@blogger.com (Asao B. Inoue)0tag:blogger.com,1999:blog-4316441680614292030.post-4699895641318076000Fri, 03 Sep 2021 22:06:00 +00002021-09-09T12:00:52.476-07:00CWPA boycottfirst-year composition goals statementWe are finally ready to offer the FYC goals statement that my colleagues and I worked on. If you are unfamiliar with the history of how this document came to be, you can read about it in my past blog posts on the subject: "Why I Left The CWPA (Council of Writing Program Administrators)," Apr 18, 2021"UPDATE -- CWPA Response to My Call for A Boycott," Apr 24, 2021"First-Year Composition Goalshttp://asaobinoue.blogspot.com/2021/09/toward-antiracist-first-year.htmlnoreply@blogger.com (Asao B. Inoue)0tag:blogger.com,1999:blog-4316441680614292030.post-7936675785300860089Sat, 03 Jul 2021 18:01:00 +00002021-08-26T14:42:37.444-07:00antiracismBlogBookHOWLwhite language supremacyEntry 28To really understand what White language supremacy is exactly, and how we might decenter and counter it in our classrooms, we have to understand what the habits of White language, or HOWL, are. Their use and circulation is an important aspect of White language supremacy. HOWL can be used as a heuristic to help students identify these habits and critique them as they decide what they wish http://asaobinoue.blogspot.com/2021/07/blogbook-habits-of-white-language-howl.htmlnoreply@blogger.com (Asao B. Inoue)0tag:blogger.com,1999:blog-4316441680614292030.post-7591244494107906712Tue, 29 Jun 2021 18:08:00 +00002021-06-29T11:09:24.219-07:00BlogBookgrading historyLanguage Race Warwhite language supremacyEntry 27If you’ve been listening carefully to this blogbook, you may have figured out that I understand the practice of grading literacy performances by a single standard as racist and White supremacist. In short, grading in the literacy and language classroom participates in White language supremacy if we use the dominant singular standards for language that the White supremacist system has http://asaobinoue.blogspot.com/2021/06/blogbook-white-supremacy-of-grades-in.htmlnoreply@blogger.com (Asao B. Inoue)0tag:blogger.com,1999:blog-4316441680614292030.post-1607696455058642222Wed, 23 Jun 2021 18:22:00 +00002021-06-23T11:22:10.728-07:00BlogBookLanguage Race WarStoddardEntry 26Whether we like it or not, whether we want to admit it or not, we are in a language race war. I know, that sounds awful, but I don’t know how else to put it. The way we use our language standards in literacy classrooms is one front -- a very important front --  in that language race war that we’ve been fighting for at least 150 years. This becomes most obvious when students of color http://asaobinoue.blogspot.com/2021/06/blogbook-language-race-war-in-literacy.htmlnoreply@blogger.com (Asao B. Inoue)0tag:blogger.com,1999:blog-4316441680614292030.post-8112864921000845085Fri, 18 Jun 2021 20:09:00 +00002021-06-28T09:45:06.819-07:00labor-based grading contractsPedagogueThis is a series of blogposts meant for students who are in courses using grading contracts of some kind to determine their final course grades, or those who just want to understand better what grades are, what they do in classrooms, and how they effect learning. This is the fifth post in a series of five blogposts meant to address questions about grading and grading http://asaobinoue.blogspot.com/2021/06/what-does-labor-based-grading-system.htmlnoreply@blogger.com (Asao B. Inoue)0tag:blogger.com,1999:blog-4316441680614292030.post-7118035521082508385Wed, 16 Jun 2021 20:03:00 +00002021-06-16T13:03:38.516-07:00antiracismBlogBookwhite language supremacyEntry 25Now, some may still be resistant to the idea that language can be racial. Some may still find it hard to believe that today the dominant ways with words and standards for communication in our classrooms and the broader society come from, favor, and afford privileges to White people more than anyone else. They may say that because those privileges are not doled out equally to all White http://asaobinoue.blogspot.com/2021/06/blogbook-still-resistances-to-believing.htmlnoreply@blogger.com (Asao B. Inoue)0tag:blogger.com,1999:blog-4316441680614292030.post-5968078215381073325Mon, 14 Jun 2021 16:03:00 +00002021-06-14T09:03:36.477-07:00for studentslabor-based grading contractsPedagogueThis is a series of blogposts meant for students who are in courses using grading contracts of some kind to determine their final course grades, or those who just want to understand better what grades are, what they do in classrooms, and how they effect learning. This is the fourth post in a series of five blogposts meant to address questions about grading and grading http://asaobinoue.blogspot.com/2021/06/what-is-labor-based-grading-system-and.htmlnoreply@blogger.com (Asao B. Inoue)0tag:blogger.com,1999:blog-4316441680614292030.post-9063178714835385329Fri, 11 Jun 2021 16:14:00 +00002021-06-11T09:14:20.334-07:00antiracismfirst-year composition goals statementIRRLStatement Toward First-Year Composition Goalshttps://tinyurl.com/IRRL-FYCGoals 11 June 2021As the newly formed Institute of Race, Rhetoric, and Literacy (previously known as the CWPA Outcomes Statement Revision Task Force), we offer this explanation and statement toward the goals for First-Year Composition (FYC) courses and programs. Originally, we were tasked to revise the CWPA http://asaobinoue.blogspot.com/2021/06/first-year-composition-goals-statement.htmlnoreply@blogger.com (Asao B. Inoue)0