Rhetoric and the writer's profile: Problematizing directed self-placement

Abstract Open enrollment and walk-in advising at two-year colleges make placement assessment a continual, year-round process, effectively prohibiting the use of placement processes like entrance portfolios. On the grounds of expediency, many two-year institutions have turned to computerized editing tests such as COMPASS for placing entering students into writing courses, even though such tests do not directly measure writing. Forgoing placement assessment entirely through directed student self-placement, such as that described by Royer and Gilles, has also become an attractive alternative for some institutions. Beginning with the premise that assessment is a rhetorical act, the authors describe their reasons for resisting computer editing tests and suggest possible problems with using only directed student self-placement in open access institutions. They then describe a placement process, the Writer's Profile, which they developed. A sample student profile is presented to illustrate the interaction and negotiation among writing teachers as they read profiles and reach an agreement about their placement recommendation. The authors argue that the form of assessment chosen is important because as a rhetorical act assessment affects curriculum, pedagogy, faculty development, and even the surrounding community's expectations and perceptions of college writing.