Wednesday, February 12, 2014
Writing Assignments Discussion
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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How do the writing assignments in your courses function for your students?
How don’t they function? I love lists, so here is a list with just some of the ways I use writing in my courses, followed by a brief explanation. (It is important to note that they are not mutually exclusive. Rather, they are a web of overlapping circles.)
Community builders
One of the national language learning standards is about building community, but it’s also just important to me personally that my students know each other. We’re a small major and we do a lot of group work, so I want students to be comfortable with each other.
Discussion Tools (Crutches?)
Pre-discussion writing eliminates extemporaneous speech and gives everyone something to say.
Grammar checks
As I wrote in the speaking blog, I try to mark off for grammar only when it starts inferring with comprehension, but sometimes (particularly in a grammar class), I need to pay attention to certain forms, so I give in-class (i.e., without Internet) writing prompts.
Knowledge gauges
I like to check in with my students about how much they already know, learned, or understood. I don’t want to re-cover things that they’re comfortable with, but I also don’t want to move on if they haven’t understood a crucial point.
Tools for reflection
I don’t know if the students value this type of writing, but it helps me get feedback as a teacher and makes them think about themselves as learners three times throughout the semester.
Feedback
Although it gives the audience sometime to do after a presentation, I actually just want this information so the guest can have the feedback themselves.
Creative outlets
I'm created a class on comics, so you can bet that we write stories, poems, plays, commercials, etc. It's just a fun way of using the language, and it really requires a strong understanding of a certain genre to be able to transform it into another.
They also react, persuade, summarize, report, retell, hypothesize/predict… I’m being too long winded – I’m sorry! Hopefully, I’ve put some ideas out there that are interesting. What do you all do? Also, if you have any great ideas for a final project for a class about French culture as portrayed through comic books, let me know! The more non-traditional the better (I've got some ideas, but I'm not in love with them... yet).
Keep warm, everyone, and I'll see you soon!
I’d say the biggest reason I have students write is that writing forces them to engage higher-order questions of meaning. When I'm teaching design history, my students write to grapple with the question of what design means in a particular context. The meanings of objects and images change over time, across place, and according to users. So writing about what design “means” contextually involves quite a bit of practice with making and supporting arguments. Description and summary can be useful (in small doses) but I want my students to engage with the social construction of meaning, and writing gives them a very deliberate way to do this. We practice this in small steps: first we look, describe, analyze, and build arguments about images in classroom discussions. I model this, and they practice it in pairs and as a whole class. Once we’ve been at that for a while, students start to write take-home “quizzes” that ask them to locate image examples and use them to construct an argument that builds on concepts discussed in class. (For instance: how do information graphics from the 1700s demonstrate Enlightment values like rationality and reason? How does an example from the 1700s compare to an example from the 1600s?) After a few quizzes, the written portion of the exam assigns two images and asks students to compare and contrast them, making sure to address not just what the images look like, but also what they mean in context. Finally, the paper assignment asks students to document the evolution of a twenty-first century design solution. They find a contemporary example that interests them, find historical precedents for it, and write about how and why the contemporary example is connected to the historical models they’ve located. These assignments don’t change much in their basic structure, because they build carefully on each other and because they help students practice for essay exams and the paper (the major graded components of the course). But I do tweak them – the paper assignment continues to evolve in terms of exactly how it asks students to engage the relationship between history and practice.
In the studio, I have students practice very practical forms of writing. They write a critique of a peer’s solution to an assigned problem to learn how to structure a critique so that it’s meaningful for an audience and so they practice giving evidence-based critiques (rather than their personal opinion). They write their own very specific version of a more general project brief I’ve given them to learn how to write a brief and how to communicate with clients and collaborators about the goal and intended format of a design project. They write short (1-3 paragraph) pieces of body copy for their print design projects, usually as part of a group effort to put together a collection of peer-generated knowledge about a specific subject (like historical typographers). These assignments change a great deal across courses and semesters, because they’re driven by the particular projects we’re doing and what students need to learn in the context of the class. This semester, for instance, one of my classes spent quite a while writing surveys, because we’re exploring design research strategies and writing good survey questions is more difficult than it first seems.
I’m still experimenting with ways to make all of these writing activities seem more intimately connected to “Being a Designer.” Design is communication; both historically and in the contemporary context, design tells stories and makes arguments. Getting students to have an epiphany in this regard is very tricky, though.
I have three basic goals regarding writing in my English lit classes: 1) introduce students to wonderful poems, plays, etc.; 2) encourage them to read closely by writing about small passages: 3) teach or reinforce the basics of literary analysis: claims, paragraph development based on the use of evidence/quotations and warrants or interpretations.
Writing assignments occur in stages. For instance for an essay in an early Brit lit class, students use a "triple-entry notebook" format to work with small passages. In the first column, they quote the passage; in the second column they use strategies for close reading that have been demonstrated in class (and also they have a list of these strategies) to unpack the language used in the quotations (for instance, what type of sentences are used, when/where is passive voice used, how does the passage begin, how does it end, what happens in the middle). In the third column, they combine the two columns or parts of them to describe facet of how the passage uses language.
So basically they are learning content by writing about it. After they create a triple entry notebook for several passages taken from one text, they then begin to draft an essay based on their close readings of passages. I give comments back on drafts and on the triple-entry notebooks, and they workshop in class with other students as well. Based on the comments they receive, they revise their draft and turn it in for the final version.
This semester, I am also trying something new. After they complete the final version, I am requiring that the write about the close-reading-essay experience as part of an in-class journal -- they get P or F on these in-class writings. I hope these will give me feedback to make adjustments where needed as we go along and also to help me design the class for the next semester.
Writing assignments in my classes are meant to reinforce the necessity for students in biology to learn HOW to write in biology. Writing in biology seems to follow some unique conventions not necessarily seen in other fields, and requires much practice for mastery. To be successful in the field, students need to be knowledgeable in these conventions. Thus, writing assignments in my courses, which do tend to change form from course to course (I try to tailor the assignment to the specific course), are meant to demonstrate mastery of both form AND material. They often are designed to develop critical thinking of and applications of course content while at the same time reinforcing research skills specific to biology.
By nature of how I design a composition course, students do a ton of writing, both formally and informally, and each assignment typically has multiple objectives. To fall back on the “writing to learn” and “learning to write” strategy, I would stress that various assignments work together to assist with students’ learning course content as well as learning mastery of form and material. Goals include teaching students how to write in a more sophisticated college-level essay, but also, students use writing assignments to engage with the material and their developing ideas. To elaborate, informal writing assignments such as freewrites are used to enable students to unpack their ideas before proceeding to a larger discussion (or assignment); I also incorporate a number of informal writing prompts that are for writing invention and organization purposes. While these assignments make for more fruitful discussions and more developed essays, they also enhance content understanding, critical thinking skills, and generally speaking, students’ confidence and authorial agency. When I think about formal writing assignments, I want students to show an understanding of the genre as well as work on strengthening their writing skills while conveying their ability to analyze rhetorical situations and to make choices effectively. In addition, students should show that they are able to integrate and document sources effectively while establishing a developed argument. When thinking about how I create assignments, I focus on a learning trajectory, often beginning with internal knowledge and moving to assignments that build skills related to research and argumentative essays. Doing so helps students to recognize not only the purpose of that particular assignment but also their developing voice in an academic conversation. I often tell students that I am not teaching them how to write in this one genre or how to write one kind of essay, but am helping to equip them with skills needed to be able to analyze other writing tasks beyond this class. And I use writing assignments with that idea in mind. Reflecting on that last question – whether or not my assignments change from semester to semester or course to course – I know that they do, or they are often some variation of another assignment. The changes or tweaks are in part because I do believe in improving assignments; also, I change them because other assignments might be more appropriate for that composition course (such as technical writing) or even the course theme or even for a service-learning component. However, some courses and my role (overseeing and working with graduate instructors) might benefit by keeping the same assignments in future semesters, at least from time to time.
I use writing assignments to accomplish a couple of goals. Most often, I will allow students to choose a topic of interest within the scope of the course. For example, in genetics they choose a genetic disorder to research and in marine biology they choose a current issue in marine biology. In allowing them to choose what they write on, I hope to make writing a less onerous experience. This allows them to also choose to explore topics that we will not necessarily be able to discuss in class. They also must learn how to choose a topic that they can research using primary literature sources and adequately represent that topic within the scope of their paper. In doing so, this exposes them to different primary literature sources and should help them to learn how to write in the discipline.
I have to admit that I feel it is not my job to teach them grammar or paragraph construction by the time they make it to my courses. It is my primary goal to teach them how to write in biology. We do have specific formats that all must follow. The format works because it standardizes where you can find the information in any paper you find from any country. Most students find the writing style that accompanies this type of formatting to be boring or dry.
I incorporate in my writing assignments multiple deadlines. Students are required to turn in a currently formatted list of sources within the first three weeks of the semester. A rough draft of the paper is due after midterm and the final draft is due near the end of the semester. I do assign points to all of these assignments as I have learned through the years that many students will not turn in a rough draft if there are no points devoted to that assignment. The overall design is to “force” them to think about their topic early in the semester and combat some of the procrastination issues.
In summation, I hope that writing assignments in my class assist with mastery of form, topic content and course content. The main reasons for the assignments have not changed much over the years. I have greatly adjusted how much instruction I provide for the assignment and how students turn in their assignments as I learn something new from each semester. I teach a wide variety of courses, so the assignments must change to reflect the differences in disciplines but the format remains the same.
My writing assignments are both formal and informal. However, for the purposes here I will talk about my formal writing assignment, specifically the main writing assignment in my Writing Intensive course, Criminological Theory (CJ 325). In this class, students are assigned to write a research paper that seeks to explain why specific criminological phenomena occur (e.g., rape, murder, piracy, domestic violence, gang violence, etc.). They get to choose what type of crime they wish to understand theoretically so I think this adds to the enthusiasm for the assignment. I assign this assignment for several reasons.
I want them to write an extensive research paper (the assignment can be no less than 5,000 words or roughly 15 pages). I want them to be able think critically by linking the course material to observations in the real world. I expect them to demonstrate not only mastery of their particular crime but also mastery of some of the theories used in class. In addition, I want them to master the proper techniques to writing a research paper (e.g., proper citation, organization, spelling, grammar, etc.). I send everyone to the writing center as a requirement of the assignment.
So, my main goal is to get them to write an extensive research paper – or at least go through the process. Surprisingly, many students tell me they have NEVER written a research paper, let alone one that is 15 pages. Since my class is capped at 24, I do not worry about the practical considerations of grading roughly 360 pages in a week. Reflecting on the readings, however, I can lessen my anxiety surrounding grading if I spread out portions of the assignments and make them due at different points throughout the semester (this will also allow for me to give more meaningful feedback). I have not instituted this new format, but it will be something that I do in the future.
I am not sure that the paper functions well for most of my students. I do give them ample time through out the semester to meet with me at various times to discuss the progress they are making. Some students take advantage of this “optional” meeting time and this is reflected in their final grade. However, I would say there are also some students who write the paper the day before it is due and I can spot this type of paper from a mile away. So, in short I do not think the execution of this assignment works well for many students. This point goes back to the need to break up the assignment into smaller assignments.
My assignment always is tweaked from one semester to the next. My hope is for this portion of the workshop to drastically change the way the assignment is completed in class. I like the value of the assignment but just not the execution of the assignment steps. To that end, this is the assignment that I am going to choose to focus on in this workshop.
Im not sure whether to thank you for making me question this and think about it, or whether I should swear at you….
ah, but the unexamined course isn't worth teaching.
I think that for my courses, writing assignments (and to a lesser extent, essay exams) are meant to coordinate function and form. Theoretically, I would like for them to practice organizing their thoughts in a coherent and cohesive manner--and try to demonstrate to them how that improves their overall arguments and helps to maximize the knowledge they are trying to transmit. in a more practical (for me) sense, I assign essay tests so that students will be forced to focus on the "bigger picture" issues that I want them to learn and avoid memorization and note taking "strategies". I will often give students the test questions before the test and assure them that they are not being graded on what they can "remember" but on how they can assemble their thoughts and arguments.
my assignments rarely change from year to year or course to course in style, though I update them to better reflect what we may have covered more or less of in class that semester (seems it always changes--even with the same slides and lecture notes) I usually write very detailed "prompts" in order to provide some sort of structure and expectation to their answers--i then assure them that any "well-defended" answer is technically a "correct" one. That's the beauty of political science maybe.
Of course, I say all this, but i return to a problem we have already discussed--which is that most of my guidance comes "before" the assignment and needs to be integrated more continuously throughout the course to leverage the benefits.
Writing Assignments in dance...
In general, writing in dance is a blending of three things: reflection/self assessment, theory, and praxis. With this being said, I expect that the writing assignments given to my students aid them in being clearly articulate about what we are covering and simultaneously refining their understanding and application of these themes.
Reflective writing is most often included in technique classes. Students turn in weekly journals to speak on kinesthetic sensations and identify/address areas of growth or challenge. This more informal writing exercise also allows me to assess how the students are embodying themes/skills in their own voice and gives me the opportunity to give additional and individualized feedback to each student.
More formal writing comes about in the dance theory series where students are asked to write about their understanding of dance from a historical and critical point of view. In Dance History, for example, students are mostly unfamiliar with the trends of form and reform and how that affects how and why we dance today. Writing allows the student to gain a working knowledge of the significance of the past and encourages critical thinking and appropriate questioning of material.
My assignments may vary from semester to semester, as I think that it is important to allow a bit of organic flow to the nature of writing assignments that I give based on the actual class community. "How do I give an assignment that is meaningful and relevant to the students in the class?" is something that I often question. As a result, I often modify content to challenge the students but to also meet then where they are within the material.
The writing assignments in my graduate class are short (2 pages) case summaries (legal briefs) intended to 1) help the students learn to use a tax research database that is commonly used in practice, 2) develop the skill of reading tax cases and writing in the same style - formal, legal fashion, that the cases themselves are written in, 3) demonstrate and improve their general writing skills, 4) technically apply their tax knowledge and their research findings to the tax question at hand. The writing is also Assurance of Learning motivated, as it is required for assessment in the course. Their written submissions are completed in pairs, and they usually do two during the semester (different student pairings each time). The are meant to demonstrate both mastery of form and material (and skill). Though different cases are selected and assigned each semester, the form of the assignment generally stays the same from one semester (year) to the next. This course is taught during the fall term.
The short writing assignment (1 - 2 pages) in the introductory undergraduate class I teach is unsatisfactory on several dimensions, from my perspective, and has been a "throw-away" curving mechanism the past couple of semesters. It is a required baseline assignment for AOL purposes, and the students' writing skills are then tracked through several courses in the major. So, typically, their assessed performance is relatively low in this (my) intro class, and then improvement takes place over time/courses. At least that is the idea, anyway. I have changed this assignment every semester; basically, it is just a long essay question of sorts requiring students to do very basic research in an online authoritative literature database. So, it is both writing skills practice, and an introduction to the authoritative literature database, in theory. But it appears students merely google the question and I get either 1)the same popular web-based answer, or 2) plagiarized parts of discussions of the issue that have been found online, or 3) verbatim solutions manual answers that the students have found online. Obviously, I am looking to make some major changes in this assignment so that it is actually pedagogically meaningful.
In general, my writing assignments serve to challenge the student to investigate a topic thoroughly and then process the information they find into a well crafted and thoughtful document. My hope is that they will learn something about how to use language effectively as well as how to find more information on any topic. I tend to tailor the assignments to each student so that their writing is on a topic of particular interest to them. Therefore, while the general assignment is often the same from year to year, the specific subject matter differs for each student. Unfortunately, this amount of freedom sometimes results in poorly crafted theses and rambling papers that never really get to the point.
A lot of great ideas here; an interesting mix of the theoretical and the practical. Lets continue the discussion in class where I hope we will learn and borrow from one another with impunity.
I only have one class that requires a research paper. In other classes, research is requested and then presented orally. I use the research as a means of peer to peer teaching.
In the capstone class, the requirement is for a 2,000 word paper. This semester, I have charged them with each finding a unique topic concerning the Library design we are working on. They have commented that they appreciate that this is not just "busy work" but actually information that they can use to inform their design.
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