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This article explores the role of writing in student learning, challenges faced in teaching writing, and ways to cultivate a faculty learning community. It discusses the importance of writing as an assessment tool, motivator for critical thinking, and enhancer of communication skills. The text delves into strategies for effective writing instruction, grading techniques, and ways to inspire students to engage with feedback. Challenges such as students' reluctance to learn from feedback and under-preparedness in writing are also addressed. The narrative covers typical writing assignments, grading strategies, and the evolution of descriptive rubrics. It concludes with insights on integrating writing into various academic disciplines for improved educational outcomes.
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The Role of Writing in Students’ Learning “Challenges in Teaching” Faculty Learning Community Ping-Yuan Wang, April 13, 2015
Writing and Learning • An assessment tool: Written works demonstrate learning outcomes • Pedagogical goals: Different types of writing assignment correspond to different levels of learning Cf. Bloom’s taxonomy • To make sure students do the reading • To encourage students to make connections between lecture content and reading materials • To guide students in their evaluation of observed connections • To encourage critical thinking
Topics for Discussion • What types of writing (in English)do your students engage in in your field? • How do these writing exercises contribute to the students’ 1) overall understanding of the subject, 2) analytical or critical thinking skills (or the application of concepts), and 3) written communication? • If your courses are fairly heavy in writing, what learning objectives do your assignments serve? What are your methods of grading these assignments? • How do you motivate students to take seriously your feedback on their written works?
Objectives of Writing Instruction • A pedagogically sound evaluation of student writing: • Constructive feedback on the content • Useful feedback on the technical aspects of writing, e.g. citation style, syntax, punctuation, structure, etc. • Improvement in subsequent assessments: learning from feedback • Student self-reflection on writing and learning • Being able to talk about writing in class • Effective writing = effective communication = a highly desired competency in the workplace
Challenges: Are students learning from feedback? • Disconnect between content and skill: “Not an English class;” “Ideas are more important than grammar and spelling” – a symptom of student disengagement? • Feedback may overwhelm students or discourage students from seeking help: • Comments on “ideas” get too extensive and/or too critical • Editorial feedback is distracting and hurts students’ self-esteem • Students are under-prepared in their writing skills: • Lack of understanding of audience and voice • Lack of a habit of editing and proofreading • General misunderstanding of usage and/or spelling
Typical Writing Assignments • Gen Ed surveys: • Partially written exams: short-answer questions • Summaries of short primary sources (Blackboard) • Answering specific questions about primary sources or lecture/course content: 250 words (Blackboard) to 2 pages • Upper-level History courses: • Written exams: term identifications and essay questions • Summaries of primary sources: 1-2 paragraphs (Blackboard) • Structured response essays to texts and visual sources: 300 words (Blackboard) • Answering questions utilizing primary and secondary sources in the form of an essay: 5 pages
Instruction and Grading Strategies • Descriptive rubric • Specific requirements re. the structure, source materials, and format of an assignment • Multiple short papers with the same learning objectives • Shortening the writing assignments and moving them onto Blackboard • Junior composition: Track Changes in Word • Gen Ed: extra-credit opportunity as incentive • All levels: “creative” papers i.e. not strictly analytical or traditionally-defined research papers
Evolutions: Sample “Creative” Paper HIST1220 Western Civilization from 1500 • Write a 2-page narrative of the murder in The Butcher’s Tale from the perspective of the victim (Ernst Winter). The recounting of the event has to be based on the content of the book. The paper should be typed in a Word document, with 12-point font size, double-spaced, and at least one inch of margins on all the sides. Your name and course number should appear in the header of the Word document. Print out the paper and staple it. • In at least 250 words, discuss in what ways the movie Germinal sheds light on the impact of industrialization in the late 19th century. Base your discussion on the movie, reading materials, and lecture content.
Evolutions: Sample “Creative” Paper HIST3600 Women in Early Modern Europe, 1400-1800 • Write a 1000-word eulogy for a female character, historical or fictional, that we have discussed in this class. I will provide a pool of candidates for your selection. The content of the eulogy should be based on relevant readings, historical realities, as well as topics and issues covered in the course of the semester. The eulogy can be written from any perspective, but it should be written for public consumption. • The paper should be typed in a Word document, with 12-point font size, double-spaced, and at least one inch of margins on all the sides. Your name and course number should appear in the header of the Word document.
Conclusions and Suggestions • Ideally… • Integrate writing instruction into the course content • Grade all papers (2 pages and longer) using the J course method • Implement some sort of Writing Across the Curriculum program • Practically… • Assign the major written assignment at midterm and have students “revise and resubmit”? “Frontload feedback” (Sadler, 2010)? • Continue to offer extra credits for visits to the writing tutors? • Assign more “creative” papers? • What about the technicalities of writing? – “Gateway criteria” (Walvoord & Anderson, 2010) to the rescue?
