November 2011 Archives

In all the small group discussions last semester, Writ 1120 instructors asked for change when it comes to the samples in the book. There was consensus, for example, that the Y2K samples are dated.

But there was not consensus about how or even whether we should present sample papers in the book.

Samples or Not?

One instructor recently expressed the fear that if we put sample papers in the book, students will give them to their friends at other schools who will use them to plagiarize. This instructor also raised the concern that students "copy" sample papers, just replacing their topic and keywords for the ones in the sample paper, so they should not be allowed to take samples home but should only look at them in class.

Real Student Papers?

Another instructor recently raised the concern that students would be unhappy if they agreed to the use of their papers in the textbook, and then the text criticized the papers. Perhaps we would be better off inventing samples, rather than using students' papers, if we put them in the book at all.

How to Present Samples

Some instructors (and students) have requested that the book include both good samples and bad. I'm not sure we agree on what that would mean.

Some instructors have suggested that some of the sample papers in the book be annotated and some not. The ones without annotation could be used in class; students could be asked to respond to them and determine for themselves whether the paper effectively met the assignment's requirements.

One suggestion that came up in the meetings was that there be no samples in the book's chapters, but that there be an appendix made up of a series of papers that instructors could choose to use or not use.

Another suggestion was that there be an electronic database of samples that instructors could choose and use as they liked. The book could then have samples or not. One concern raised about the database approach was how we'd choose what to put in it. If it included papers that demonstrated common pitfalls, for example, new, inexperienced instructors might unwittingly present these as "good" papers.

Your Thoughts

Please weigh in. What does your ideal textbook do with samples? Where do the samples come from?

We've finally got a copyright release form we can use when asking students for permission to use their papers in future classes, for assessment, or in the textbook.

I've posted it on the Moodle site for the 1120 Textbook Revision.

What Moodle site? Brandy made a site where we can post sample papers. Now that we have the permission form, I've made that site visible to you.

If you find Moodle convenient, please post possible sample papers there. If you don't, please send them to Catherine or Brandy. I'm also glad to just email you the permission form.

The library is revising its 1120 curriculum and is looking for sample paper topics. If you'd like to share topics you commonly get from your students or use as examples in class, you can post here or send a note to Avesa, our DUS.

Thanks!

Brandy and I have been talking about putting call-out boxes in each chapter of College Writing that list "common pitfalls" in student writing. For example, in discussing how to formulate a workable thesis, we might list such common problems as:

• too broad
• not feasible
• matter of individual opinion
• moral argument
• explanatory rather than argumentative (x is important; people need to know about x)

Or in discussing outlining, we might list common problems with claims:

• claim too broad
• claim irrelevant to thesis
• claims too similar to each other
• claims not in full sentences

What are some common pitfalls in students run into when writing 1120 papers that you think are worth warning them about?