Wednesday, September 12, 2012
Discussion Questions for Week 3
What pedagogical and practical considerations typically inform your design of a writing assignment? How do the writing assignments in your courses function for your students? Are they meant to demonstrate mastery of form or material? Or are they a part of how your students learn course content? Or both? How much do your assignments change from semester to semester and course to course?
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From a practical standpoint, section size is definitely a consideration for me when I am planning a writing assignment. Similar to our blog discussion last week, adding that "extra layer" of grading a mountain of papers is something that is hard to take on. However, when classes are of a manageable size, I feel that writing assignments can deepen learning, requiring students to synthesize information covered in class into a coherent whole (well, at least that's the goal). My writing assignments do attempt to be an additional tool for learning and applying course content.
In the past, assignments have not changed much between semesters, but are quite different between courses. In looking over some past syllabi, work with graduate students has been more research focused writing--gearing them up for theses and dissertations. Undergraduate writing has centered around application of classroom material to real-world observations. While assignments vary, I think both challenge the writers to ask some "burning questions."
I require one writing assignment in my course. It encompasses many components of the presented class material and it counts for one exam grade. The assignment is meant for the student to put everything learned together (like a puzzle). So, I grade the assignment based on content more than "writing." I realize that should change. Implementing the course material is the primary focus and my rubric reflects that. Again, it goes back to the mentality of "I don't have time to teach writing skills." I do believe that I can incorporate those skills during my next course (I will teach that particular course again in summer semester). I don't usually change my assignment requirements very often. It depends primarily on class size.
I begin teaching my portion of the senior capstone in a few weeks. I have not created the specific writing assignment yet. This seminar will help direct the assignment.
for some reason my above comment says from anonymous...it is from Amy Rosonet
I have typically used journaling as a writing assignment. Students are asked to use the journal as part of their notes on and reaction to the weekly class readings. They are allowed to write their journal in either French or English or both. They are also asked to include new vocabulary words and questions they may have for me or the class about the readings. I have used journals for 15 years and have not changed the assignment too much. Over the years I have learned to show what a model journal entry looks like. I am also careful to include page length and questions to consider when writing the journal. Sometimes I may read from a student's journal to the rest of the class. I ask permission, of course. Or at other times I read from my own journal. While I may have some students who write their journal the night before it is due, all I am concerned about is that they have spent some time thinking and journaling about the readings. I find it does help with class discussions.
My class writing assignments have not changed too much over the years. Most of my assingments are reaction papers, about 1 to 2 pages and research abstracts. Other in-class activities include journal entries (ungraded). However, growing numbers of students do weigh in on adding other types of assignments.
Typically, the reaction papers should reflect the assingment instructions, showing that the student covered what was asked in the assignment. Grammar and style is commented on as well. When writing abtracts, we check that all components are there and written concisely without plagiarizing. The absracts help students' evaluate and synthesize the research by being able to articulate the information learned in both writing and speaking/presentation formats.
I asked students to do company financial analyses and country economic analyses in one undergraduate and one graduate course respectively. For the former, students apply various analyses learned in class to a company of their interests to do calculations and describe the findings. So the assignment works as an exam of the students for them to demonstrate mastery of the analyses and practice writing skills.
For the latter, students collect economic data of a country of their interests and try to apply the models they learn in class to analyze these data and policies. So this assignment help students learn countries that are not discussed in class and apply theories learned to country analyses of themselves. They also do presentations in class to share the information.
My assignments do not change much across semesters. There are different requirements for different courses. Basically I used to grade mostly on contents. After this seminar, I hope to learn to better design the assignments and guide students write better reports.
In choosing the writing I have assigned in the past, I have mainly differentiated assignments based on the level of course. For upper-level courses, I have used end of term papers, and the focus has been on helping students learn content. One of my goals for this seminar is to adapt the shorter assignments I have used in lower level classes. These assignments are to build mastery, and change quite a bit from semester to semester as I've tried to find an efficient method to manage them.
I require students to do writing assignments where both form and function are assessed. There are diaries where writing form is the primary grading rubric (other than personal reflections). There are also assignments that require students to answer questions that assess their mastery of topics and writing style. The major project in the class is writing intense. These assignments have changed somewhat over previous semesters but not much.
I need assistance on getting students to better understand what's expected of them on writing assignments. Part of that is likely my fault in that perhaps instructions/rubrics may not be as clear.
Thank you for these posts. I have a much better idea of the types of assignments you are making, and how you integrate them into your course's learning outcomes. Tomorrow we'll be discussing possible alternative approaches, designed to make your life easier and your students' work better. Many of these alternatives can be made to work alongside and with what you are already doing. For those interested in starting from scratch, there will be plenty for you, too. Looking forward to tomorrow's discussion!
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