FALL 2007 FACULTY DEVELOPMENT DAY Johanna Bishop, Behavioral Science

1. Alternative Writing Assignments: Developing A Culture of Thinking & Writing Faculty Development DayOct. 6, 2007Johanna Bishop, Assistant Professor & Program Coordinator Behavioral ScienceJames McFadden, Adjunct Professor, Graduate Business Program FALL 2007 FACULTY DEVELOPMENT DAY Johanna Bishop, Behavioral Science Jim McFadden, Graduate Business

2. Today’s Session… • Discuss alternative writing assignments • Suggestions for types of assignments • undergraduate and graduate writing • Relate assignments to Bloom’s taxonomy • Explore how, together, we can develop a culture of reading and writing

3. Why Discuss Alternative Writing Assignments? Instructor Challenges Student Challenges

4. Peter Elbow… • On Term Papers… • “I find term papers involve maximum work and minimum learning. I call them "terminal papers." Students often pad them. Students seldom learn from our comments since the course is over before they pick up their papers--if they pick them up. I find it more productive to use several shorter essays--even (perhaps especially) for high stakes writing.”

6. A the undergrad level…Several Short Writing Assignments • Since many students have poor writing skills, several short writing assignments may be preferable to one long one • Provide rubric and criteria for evaluating the assignment • Provide clear outline and requirements of the assignment • In observation-type assignments, may have to teach how to take field notes

7. Most student writing assignments ask them to report back to the instructor Shift in thinking: Writing assignments that encourage students to LEARN Writing to Learn/ Writing to Explain

8. Listing…Defining… • Theory • Idea • Event • Etc • Your suggestions?

9. Article Summaries • Write 1-2 page summaries of scholarly articles • Challenges students to read and be able to summarize in their own words • Good for orienting students to “scholarly” literature

10. Reports: Observations, Family History projects, Observing City Council Meetings, etc • Apply theory to “real life” or vice versa

11. Comparing/Contrasting… • Theories… • Theorists… • Situations… • Structured Journal writing • Suggestions?

12. Field Observations… Research Projects…

13. Defending A Position… Critiquing a Theory… • Letters to the editor advancing a position or defending a position • Position papers • Short argumentation papers

14. Minute Papers • Used at start of class to get students to focus on the subject • Used at end of class for assessment • Used during class to provide a learning/ reflection moment • Used to clear up confusion- inform instructor of gaps in understanding

15. Suggestions • Have student complete a small writing assignment early in the course • Alerts instructors to any writing problems • Provides sample of “authentic” voice • Articulate the requirements of a writing assignment on paper • Helps to clear up questions/ confusion • “Standardize” writing assignments- cuts down on your work as the instructor • Develop a grading rubric- standardizes evaluation

16. More Suggestions • Have students share their writing with the class • Group sharing • Peer editing • Poster presentations • Read their writing aloud • Your suggestions?

17. Instructor Issue…Time & Grading • Rubrics • Define standards at the Beginning • Develop your own shorthand for grading papers: Underline for something significant Use wavy lines for errors, grammar, etc Star areas you think particularly well done

18. And finally… (again from Peter Elbow) • Students understand and retain course material much better when they write copiously about it. • We tend to think of learning as input and writing as output, but it also works the other way around. • Learning is increased by "putting out"; writing causes input. • Students won't take writing seriously till all faculty demand it. • Writing needn't take any time away from course material. • We can demand good writing without teaching it. The demand itself teaches much. • Students won't write enough unless we assign more writing than we can comment on--or even read. There is no law against not reading what we make them write. • Writing can have a powerful communal or social dimension; it doesn't have to feel solitary.

19. At the graduate level…Just like the Label…The Writing Product Must Be Self-Explanatory • When you give someone something to read, you won’t be there to explain it • Your writing must be self-explanatory • “Instruction label” must say it all

20. Critical Reading- Writing • To be an analytical writer must first be analytical reader: • Read first ½ page • Read final half page • Begin to go through the great “meat” of the article and see how each paragraph leads off (can label in supermarket) • Put yourself in a consumer position: Is this as powerful and succinct if I were asked to read this?

21. 4 Dimensions of an Exec Summary Thesis: The purpose for writing the article, as made clear by the author(s), as well as other relevant information concerning its publication • This is the raison d’etre of the article, and also makes clear the contribution to a particular body of knowledge, insights, or individual/organizational improvement that the article intends to yield Methodology: Explains the way(s) in which the Articleis developed, or operationalized, and its insights deployed Achievement of purpose – Whether, how, and to what extent, the thesis is actually sustained; or, how fully the author(s) deliver the goods, as advertised Contribution to knowledge – What is now known that was not known before reading the article, as well as an elucidation of its value. This should include an assessment of how well the author(s) conclude the article with clear statements of its major points, as well as of its final importance, or meaning

22. Reinforces natural relationship between reading and writing (for course and presentation) Reaches visual learners or auditory learners Practice reaching both kinds of learners throughout course Background (what/why) Format (how) Take-away (synthesis or final meaning) Micro-chip Baking bread Time element Instant feedback Oral Final Exam with Written Exec Summary

23. Conclusion • Consider yourself a stock on the NYSE… • Are you a buy? Hold? Or a Sell? • Writing/ expression: strategic weapon for your career • Constant opportunity to add value… opportunity to demonstrate how brilliant you are every day!