Discussion - Oct 18

• I really like the suggestion that there be a "criteria for evaluation". I know as a student, I have always gotten a better grade when I knew what the professor wanted. When I know it is so helpful for many students, why don't most teachers/professors give out handouts with their expectations for an assignment?
• Is it really fair, as the author suggests, to require students to turn in drafts of papers if you are not going to read them? Should you at least let them *think* you're going to read them?
• I agree with the author when he states the corrections on student's papers should be limited to approximately 3 overall themes (versus highlighting everything that needs correction). What do other's think of this and at what point can the instructor make the student accountable for all aspects of his writing?

• When giving writing assignments, is it better to give the students an idea of how many pages you expect, or just "however many it takes to do a good job"?
• McKeachie seems to feel that "high stakes" writing is essential to test students' knowledge of the subject matter. How important is having formal essays... especially to a huge intro class?
• Do you think that "low-stake" writing is necessary at the college level? Is it really just busy work or can it be used effectively?
• When planning high stakes low stakes and middle stakes writing how important is it to consider the course content provided up to that point? (Is it ever to early to ask for middle or high stakes writing?)
• How much correction (i.e.grammar and spelling) should be done on papers? I've worked on some that needed a lot, but it takes a lot of time to correct. Should there just be a broad category for that as part of the overall grade?
• Should it be considered plagerism if a student does not do the proper citations for the research used for a paper (For example an intro student not properly citing where he or she reiceived the information), and if so how would this offense be treated?
• How important is "writing for a general audience." In psychology in particular, should students be encouraged to "speak plainly" in their writing, and if so, what are some of the techniques we should emphasize for doing so?
• What types of signs are commonly present when plagiarism has occurred? What should a teacher look for if he/she suspects the student of written dishonesty and theft.
• In regards to contract grading, is it fair to give the student a B grade for completing things such as attendance, meeting deadlines, etc if they "perform tham all with good faith or decent effort"? I thought we were supposed to give grades based off of the materials, not effort.