improving writing assignments
Often the articles highlighted in The Teaching Professor are examples of pedagogical scholarship that could beneficially be done in many fields. That is the case with this piece on developing writing assignments, but it also contains content useful to any faculty member who uses writing assignments as a major method of assessing student learning in a course.
I mostly teach basic technical writing, and I face the same problem that confronts many of us who teach writing. It’s hard enough getting students to do the assignments, and almost impossible to get them to do a first draft. But writing takes practice, and if you require students to practice, that leads to an inevitable mountain of papers to grade. At my college, the trend is toward bigger classes and fewer course hours in English. This makes giving students the chance to practice all the more important, and providing the necessary feedback all the more challenging. I’d like to share a couple of solutions I’ve devised that help me deal with both these problems.
I’m betting that many of you are in the midst of grading a large stack of papers, projects or other final assignments. Too often these end-of-course pieces of work don’t live up to our expectations or students’ potential. It’s easy for us (especially the elders among us) to bemoan the fact that students aren’t what they used to be. It’s better to use our discontent to consider whether our course assignments are effectively accomplishing our course goals.
In this fast-paced video presentation, Dr. Maryellen Weimer shares seven novel feedback techniques that will motivate your students and drive real improvement in their writing.
When students write essays requiring research, in the age of Wikipedia and other online resources, I worry a little, not so much about the quality of the sources themselves (that has always varied, even in the day of hardcopy sources), but about the quality or outright dearth of note taking that often accompanies the writing of research papers.
Staring at a blank screen the night before the research paper was due—this was the dilemma faced by my upper-level science students. The paper, the product of their independent research projects, is an important part of our curriculum and one component of our assessment of their scientific writing skills.
Here’s something I was surprised to find. A group of researchers in the UK decided to show students how to use written feedback on papers to improve their writing. They collected feedback given students on eight previous writing assignments and had writing tutors review and analyze the comments. Then they looked at the writing assignment students were to complete next, paying special attention to the stated criteria for grading, and developed a specific set of recommendations for each individual student.