In-Class Mini-Writing: Deepen Student Thinking Without Going Knee-Deep in Work
Sue Doe,Karla Gingerich
Writing and WAC
Wednesday, January 16th 2013
Undergraduate students too often sit idly in class, perhaps imagining that their presence alone translates to comprehension and retention of course material. Then exam time arrives and it becomes clear that a half-attentive approach to classroom time hasn't served them well. In this session, we offer a model of an in-class mini writing sequence that probes student understanding and compels students to think. This type of writing does not require extensive individual feedback but can be quickly assessed to achieve both student accountability and an understanding of whole-class needs. Meanwhile, engaged students gain direct benefit from the effort involved in thinking through writing. The model was recently tested by the presenters who found modest gains in student performance as result of informal, in-class writing.
Goals and Target Audience:
This session aims to engage participants in thinking about how and when to support student thinking through low-stakes writing that requires similarly low-stakes grading. The session welcomes graduate students and faculty from across the campus who are interested in integrating writing into their courses and departmental programs.