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ERIC Number: ED346476
Record Type: Non-Journal
Publication Date: 1992-Mar
Pages: 23
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Challenging the Freshman Writer: Integrating Process and Product in a Course-Long Assignment.
Lovas, John C.
A community college composition instructor with 32 years of teaching experience designed a semester-long writing assignment (developed at De Anza College (California) and also used at University of California, Berkeley) in which students compose a personal intellectual history. The assignment is based on several assumptions, including: (1) writing tasks that vary audience, purpose, point of view, and tone are most effective; (2) all writers write best what they know best; and (3) publication is the most "natural" way for students to value the conventions of written English. About the second week of the term, students develop a series of lists of five (the five most important people in their lives, etc.) and write one important personal and one important professional goal. Students complete a planning document for their personal intellectual history in the fifth week, and submit a substantial draft (at six pages long) in the seventh week. Students discuss the draft with the instructor and then submit the final 10-page paper (in both hard copy and on diskette) at the beginning of the last week of classes. The papers were "published" as is, which gave students an incentive to take pains with editing. Anecdotal information indicates that this assignment has impacts on many students unlike any other they have done. The fact that the essay becomes so important to most of the students makes the course and the work more important to the instructor. (A variety of samples of students writing from throughout the semester is attached.) (RS)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A