The Best of Both Worlds: The Large Lecture, Writing-Intensive Course

Abstract

Courses: Any Large Lecture, Communication Course

Objective: Students will write cogent and cohesive arguments about communication

Notes

1. When the 5-point scale is converted back to the A/B/C scale, 5=A, 4=B, 3=C, 2=D, and 1=F. Any assignment not turned in receives a 0, meaning that students receive more credit for turning in unacceptable work than for turning in no work at all.

2. In most of the cases where grades were lowered, students either ignored the advice of their TAs OR had violated the university's academic integrity policy—in the latter cases, a closer reading of the paper brought dishonesty or plagiarism problems to light.

3. The TA's performance improved for the next two major papers, but her reputation had already been established. Although she was only a TA for one semester, she accounted for 24 of the 201 appeals in the entire history of the class.

4. Most daily assignments are shorter than 500 words, and most students’ major papers end up being more than 1000 words. The word counts are used primarily as estimates to make sure we are fulfilling the writing-intensive purpose of the class rather than as grading standards for student writing.

5. Here are two recent samples: “This is the best course I love to hate. It is challenging and a great preparation for future writing/COM classes.” “[The professor] provides a challenge, but makes it seem worthwhile to challenge ourselves, too.”

6. I believe that presentations should be part of communication classes, even large lecture classes. This assignment gives students a chance to make presentations in their small recitation sections.