On Teaching Students to Write Well
By Anonymous on Thursday, Jul 30 2009
I try to design my classes so that students will learn both the materials and important skills that they will continue to use for the rest of their lives. In the coming semester, I want to focus in particular on writing ability, and Iím trying to devise a system that will help my students to develop their writing skills over the course of the semester. Essentially, I want to establish a system that will allow me to set a goal for the students at the beginning of the course and then give them an opportunity to meet that goal. As part of the system, I want to design a grading pattern that will leave room for error in the beginning and encourage improvement throughout the rest of the semester. Here are a few options that Iíve come up with:
The first method is to weight the paper assignments incrementally. For instance, in a class with four five-page papers, the value of each paper toward the final grade would be 10%, 20%, 30%, and 40% respectively. The first paper would establish my expectations and then students would have the opportunity to improve as they wrote each paper. This way, those students who did poorly at the start wouldnít be penalized too greatly, and those who progressed would be rewarded. On the other hand, the final paper is worth a large portion of the grade and the students might be uncomfortable with that.
Another method would be to ask for a draft of the first paper (worth, say, 10%) and then require a corrected version (worth 15%). Once again, the first paper would set the standard, but in this case each subsequent paper would be worth 25%. Thus, students would get one chance to learn what is expected of them, and then they would have three equally weighted opportunities to bring themselves up to that level. This option creates more work for me, but it might offer the best opportunity to help the students to improve. It also removes the pressure that would come with a final paper worth 40% of the final grade.
Yet another possibility would be to have the first paper be worth 10% and then to make each subsequent paper worth 30%. This removes the extra work that would come with looking over the first paper twice, but it once again allows students to figure out what constitutes a good paper before their grades really start adding up. With this method, however, I fear that many students may not take the first paper as seriously as the others.
I think each of these systems has its merits, and thereís an almost infinite number of possible permutations, but I think some method of raising the stakes as the semester goes on is helpful because it allows me to set a higher standard without punishing the students in terms of their grades. I wonder what others think of these suggestions, or the motive that underlies them. Can anyone suggest a method that they use to help students improve their writing skills? As I said, my goal is to set a high standard and encourage improvement without sinking my studentsí grades.