Successful Strategies for Including Writing in General Education Courses
Sharon E. Preves, formerly of the Department of Sociology

Faculty Teaching and Learning Conference
Grand Valley State University
August 23, 2000

"Preserving Writing in Large Classes: The Dos and Don'ts"

I am dedicated to incorporating writing in every class I teach, regardless of size. Some have called me nuts over the years, as I really do assign papers to every class, no matter how large - even when I worked at the University of Minnesota with classes of 250 students! Fortunately my classes at Grand Valley don't get any larger than 50 students, but I have found that the same basic pedagogical principles apply, regardless of class size.

Over the years I have learned a lot, certainly by trial and error, about what works and doesn't work, for me as an instructor and for my students. Here I provide an overview of the dos and don'ts I have discovered over the years, with particular focus on what worked.

I typically assign both graded and non-graded writing assignments to give my students and myself a balance and a little variety.

For Graded Assignments:

Keys to success: foresight and planning; staggering and pacing

Plan ahead for an overarching and balanced paper flow as you create syllabi for all of your classes. For example, have a calendar handy and be sure to plan assignment deadlines for all classes so that they don't occur at the exact same time (note re: staggering deadlines for multiple sections of any given course)

Within any given class, stagger the assignment deadlines so that you don't get all of the papers at once. For example, give a basic assignment for students to write a paper on the week/topic of their choice. Pass around a sign-up sheet the first week of class with the semester's topics and due dates, asking students to rank their first three choices. Head home and set up a schedule so that rather than getting 30 papers at once, you get papers from two students per week throughout the semester. The next class session, give students a list of their assigned topics and deadlines and hold them to it.

Another version of this staggering technique is to have students sign up to be key discussion leaders or "experts" on the week/topic of their choice (as individuals or in pairs/trios). Ask them to prepare discussion questions and to lead the class in a discussion, as well as write a paper summarizing their responses to the course material for the week, and a rationale for their choice of discussion questions.

For Ungraded Assignments:

Keys to success: focused questions, contained and uncensored writing time, followed by discussion

Use the "think, pair, share" model which helps stimulate and clarify students' positions on lecture/presentation material.  For example, after giving a lecture on a particularly sensitive or provocative topic, pose a focused, written question to the class (on the board or on an overhead) and give them 5-10 minutes to collect and write their own responses. Follow this exercise with a pair and/or larger group discussion. Writing may or may not be turned in (often it's better not to see this free form writing, as students may write more freely if they feel less censored).

 

Insight from Kim McCracken

Including In-class writing assignments for individuals or small groups:

About 20% of the course grade in some of my large lectures classes is "in-class assignments". These assignments are a combination of individual reflection writings and small group work. In addition to increasing the writing component in the course and helping students instantly apply the information we have discussed, these assignments also encourage attendance and participation.

Example assignments:

1. "Fact-finding" essays

Before discussing a topic, students are asked to summarize what they know and their opinion (where appropriate). Student misconceptions can be targeted in future lectures and class discussions.

At the end of a lecture or section of a course, ask students to write about the most interesting aspect of what they learned in class, or the part they found most difficult to understand. These issues can then be addressed in the next lecture period.

2. Reflective essays

Using a film or a selection from the class text to set up a particular point of discussion, students are asked to debate an issue with a small group and then summarize the key issue/problem and make suggestions to "solve" the problem

After discussing a topic in class, students will write their opinion in the style of a letter to the editor of a local paper

Benefits:

• Encourages attendance and participation
• Assignments can be graded or just "checked"

Homework:

Choose your own assignment (CYOA): Students select assignments from the following list to fulfill their CYOA requirements. Most recently, students completed two CYOAs for 10% of their course grade.

Types of assignments

1. Read an article in a newspaper or news magazine

2. Watch a 30-minute or longer television program (or video)

3. Investigate a website

4. Attend a talk by a qualified speaker

5. Interview someone who works for an agency, corporation, etc.

6. Write a letter to a politician or other appropriate figure

7. Volunteer time

8. Students may propose other assignments

Assignments must include the type of assignment and the source of the information. For assignments # 1-4, students must turn in a 250-300-word essay summarizing the main points that were learned. They must address how this information relates to the course and, if appropriate, give their opinion of the issue(s). For assignment #5 students must submit a list of questions they asked, along with a 250-300-word summary of the responses and they must address how this information fits into the course. For assignment #6, students must turn in a copy of their completed and signed letter with an addressed, stamped envelope along with a list of sources where they found the information in their letter. For assignment #7, students must get approval before they do their volunteer service. Following their experience, they prepare a 250-300-word summary of their experience and how it relates to the course. I've had a few students make a photo diary with a longer written assignment and make it worth both assignments. Assignment #8 is limited only by the student's imagination& and your ability to grade the assignment! Some recent examples include book reports, developing lesson plans and websites, each with a writing component.

Benefits:

• Students enjoy selecting a project of their own
• Helps keep faculty aware of current events related to the course.