Notes

Outline

Giving and Grading Writing Assignments for “Non-English” Classes Daniele B. Jackson, Fall 2003

Why include writing? To help students learn how to communicate in your specific field To teach students to clarify and organize their thinking To encourage students to learn more about a topic or to explore a concept in detail To gauge students’ understanding of course material To help students develop and maintain a valuable life/workplace skill (An Introduction)

Planning assignments Student: “Why do we have to write a paper in a _________ class?  What do you want us to write?”

A well-designed assignment should include… summary of the assignment: “analyze,” “discuss,” etc. explanation of purpose/goals: how related to course/real world suggestions for approaches to the task: steps to take, possibly with schedule logistics: due date, length, citation format (if any), format policies and criteria: grading rubric, late policy student model or suggested outline (optional) (Endicott)

Sample Assignments from Durham Tech instructors Anthropology paper: http://courses.durhamtech.edu/eng041/givingandgrading/Anthropology.htm Math paper: http://courses.durhamtech.edu/eng041/givingandgrading/Math.htm Biology paper: http://courses.durhamtech.edu/eng041/givingandgrading/Biology.htm Group research paper: http://courses.durhamtech.edu/eng041/givingandgrading/GroupResearch.htm

Questions to ask yourself Will the assignment sheet make sense to the students even after they leave class? Are the goals and purpose clear? Are the criteria and required format clear? Have I given students enough guidance on how to get started? Have I provided a model or outline for the students to follow? (Writing @ CSU)

Creating a rubric Break expectations into categories List criteria for each category Assign value to each category Hand out the rubric along with the assignment Present the rubric in a format that is easy for you to use/easy for students to understand

Two models for breaking expectations into categories Ideas Evidence of understanding Originality Appropriate for assignment Argument Clear main point Logical support Cohesiveness Mechanics and style Clarity Appropriate tone Readability Format (Caraco) Focus Clear, appropriate main idea/thesis Unified presentation Organization Logical arrangement of ideas Good transitions Development Sufficient support Thorough explanation Appropriate presentation Mechanics and style Readability Format (Buhr et al)

But don’t I have to be a grammarian (or at least an English teacher) to grade “mechanics and style”? Think of yourself—and remind your students to think of you—as a reader. Place the burden of proofreading on your students. Teach students to take responsibility for their own work.  (An Introduction)

Assigning a grade If assigning a number grade, attach point values to individual criteria on the rubric.  Weight the criteria according to what is most important to you, but don’t be afraid to assign significant value to mechanics.  Readability is essential, after all. If assigning a letter grade, include explanations: “An A paper…; A B paper…”  In each explanation, be sure to use qualitative words, and be thorough.  “An excellent thesis statement” is not a very helpful way of defining a criterion for a paper, but, “A clear, concise thesis statement that presents the argument and provides an overview of the topic” is.

Sample Rubric/Criteria Sample Rubric: http://courses.durhamtech.edu/eng041/givingandgrading/Rubric.htm Grading Criteria: http://courses.durhamtech.edu/eng041/givingandgrading/GradingCriteria.htm