Learning Writing by Rewriting: Providing Multiple Deadlines for a Final Paper

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Alan Chu, Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: “I have read through all my students’ final paper, indicated mistakes, and offered suggestions for improvement. Am I wasting my time and energy?” - Does this voice sound familiar? Instructors who use writing as an assessment-- including me-- find that many students do not have good academic writing skills. When we design helpful writing assignments, such as research papers, they often fail to deliver on their promise. Some typical problems of final papers include: (a) An inability to follow important details of the instructions (b) Difficulty expressing ideas clearly in writing (c) Trouble following citation styles. Another core problem is that many students do not actually learn from writing a final paper. Many students procrastinate until the end of the semester (even if you warn them the very first day of the semester!), and barely have time to organize their thoughts. Additionally, based on research evidence and my experience, helpful feedback is almost impossible due to instructors being busy entering all of the grades and students not reading feedback after the semester is over. So, what can we do? If we use final paper as a summative assessment of course objectives, we should provide students with multiple assessments throughout the semester to prepare them for writing the final paper.

Additional Information

Language: English
Date: 2019
college writing, writing strategies, final papers

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