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Engaging in Resistant Genres as Antiracist Teacher Response
Abstract
This article focuses on teacher response through contract grading and explains how rhetorical genre studies (RGS) offers opportunities to investigate teacher response in antiracist writing assessment ecologies. How do grading contracts change how teachers respond to student writing? How can we better understand teacher response as dynamic genres in antiracist writing assessment ecologies?
Keywords: teacher response, grading contracts, antiracist writing assessment, rhetorical genre studies