ABSTRACT
This Chapter addresses the current tension in literacy education between the types of writing required by state-standardized tests and the types of writing required for college readiness, twenty-first-century careers, and participation in our democratic society. Framing the argument with Soliday and Trainor’s conversation about the roles of regulation and mechanization in writing, the authors use the Pennsylvania System of School Assessment as a case study to look at the ways that testing prompts, rubrics, and sample essays promote a narrow vision of writing.
