ABSTRACT
This vignette chapter reflects on the complexities surrounding assessment of L2 writers in a WAC program. As Director of ESL Writing Program working with disciplinary faculty, the author observes that faculty members’ expectations for L2 writers vary, and as a result, faculty assessment practices differ. Some faculty were uncertain how to respond and accurately evaluate L2 writers’ writing while being equitable to other students. When L1 standard was used to assess L2 writers, those writers were often perceived as deficient or problematic. This chapter ends with suggestions on how faculty can design equitable and inclusive writing assessment for L2 writers.
