by Chad Orzel
As I've said a bazillion times already this term, I'm teaching a class that is about research and writing, with a big final paper due at the end of the term. Because iterative feedback is key to learning to write, they also have to turn in a complete rough draft, which I will mark up and have them revise.
One of the many, many problems with teaching writing is that too many students regard the writing of drafts as pointless busy-work. Others have no real concept of what a rough draft is-- when I've collected drafts in the past, I often get things that would barely qualify as an outline, let alone a draft. Already this term, I've had to explain severl times that when I ask for a draft of the final paper, I want a draft of the whole thing.
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