We all understand that writing is important and our students should do it well. Even so, many professors feel uncertain when teaching it, especially when their subject area is something far removed from “Composition 101.” Even instructors who work on writing skills find it challenging to maintain momentum when their own academic content inevitably requires attention. Moreover, students, many of whom are easily stressed, worry that their grades will suffer when an “outsider” teaches writing. Some colleges have found it hard to sustain Writing Across the Curriculum (WAC) programs just because of this. But it isn’t a lost cause. Writing need not be so frightening and teaching it can be fun…for both students and instructors. And the writing lessons themselves don’t have to detract from any other academic content. Really!
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
We often wonder what we can do to help students engage with the material so they can learn it at a deeper level. Students don’t make that an easy task. They arrive in class having not read the material or having not thought about it in meaningful ways, and that keeps them from being engaged in class. Several years ago, I read George Kuh’s article “What Student Engagement Data Tell Us about College Readiness,” in which he writes, “Students who talk about substantive matters with faculty and peers are challenged to perform at high levels, and receive frequent feedback on their performance typically get better grades, are more satisfied with college, and are more likely to persist” (Peer Review, January 1, 2007, p. 4; italics mine). Here are three ways I try to provide feedback that engages students and not overwhelm myself with grading tasks in the process.
A sociology professor in an undergraduate introductory social problems course used a blog to “enhance student participation, engagement and skill building.” (p. 207) In the article referenced below, this professor shares her experiences of using this assignment with 263 students across four semesters.
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.
Breathes there a professor of any subject with soul so dead who never to himself hath said, “Today’s undergraduates are hopeless at research!” (apologies to Sir Walter Scott). It is easy to blame high schools or freshman English classes, but that doesn’t fix our problem. As a frustrated educator of future teachers (Clouse) and a 20-year veteran of teaching college writing and research (Nelson), we obviously sympathize and often feel blamed. We have found that a better approach is an interdisciplinary effort that gives students ample opportunities to practice and develop their writing and research skills. The cumulative effect of this approach not only benefits faculty, but our students seem to appreciate and feel less intimidated working within this method as well.
One of the ongoing challenges for my composition students is the task of narrowing a broad, generalized topic into a more particular, focused topic for a short research essay. To help them develop this skill, I now prescribe a broad topic for everyone to use in the first research essay. Over several class sessions, we work collaboratively to explore the general topic, identify more particular subtopics, and develop research strategies to investigate these subtopics as possible subject matter.
The Writing Across the Curriculum movement has successfully introduced faculty across disciplines to a variety of writing, including very informal writing that faculty do not necessarily read or grade. The advocacy for this kind of informal writing rests on the old premise that practice makes perfect—that as long as students are writing something, their writing will likely improve.
Turnitin, the leader in originality checking and online grading, announced the results of a new study analyzing instructor feedback on 2,093,396 student papers submitted through GradeMark, the Turnitin online grading tool. The study found that while instructors have accepted online grading as mainstream, they are finding the same types of grammatical and compositional errors across secondary and postsecondary grade levels.
One of the messages of the Writing Across the Curriculum movement is that writing skills can be developed in any course and that often the best place to start is with current assignments that involve writing. That’s where chemists Gragson and Hagen started. They were disappointed in the quality of student writing in their “journal-style” lab reports. Despite giving students a sample lab, a writing manual, and lots of good feedback, the quality of the lab reports was low and did not improve across the 10 to 15 lab reports students prepared.
How many times have you provided feedback in the margins of students’ papers, only to find that you’re providing the very same feedback on the next set of papers? As a new faculty member, I was left dumbfounded by this experience. I couldn’t understand why my students continuously made the same errors and why my feedback did not improve their papers. I was also surprised by the number of students who requested meetings to discuss why they felt their papers warranted a higher grade. My colleagues assured me that I wasn’t alone in these experiences, but I knew there had to be alternatives to this unproductive cycle.