On November 12, 1996, the Writing Committee sponsored a workshop at which three LCC faculty members, J.E. Bungard, Zeny Estrada and Paul Lococo, discussed how they integrate writing in the content of their Writing Intensive courses. Those who attended were impressed with the diversity of assignment types discussed, but also by an interesting similarity -- the way that all three instructors sequence assignments and interact with their students to help them master the writing process.
J. E. Bungard teaches Religion and American Studies. He assigns his religion students four 4-page hermeneutical (interpretation) papers. Although these papers are not long, they are very intellectually challenging. For each paper, students are required to hand in a thesis, an outline and a rough draft. At this point, they are required to discuss their paper with the instructor. J.E. uses this one-on-one conference to guide students in constructing a viable thesis, organizing their ideas, and citing sources. Each of these assignments is sent by e-mail; J.E. conducts a nearly paperless class.
Zeny Estrada teaches Psychology. In her Developmental Psychology class, she breaks down the long research paper into component parts which students hand in one at a time for her review:
- Introduction and Literature Review (3 drafts)
- Hypothesis (must be approve d before the student can proceed)
- Methods, including selection of subjects
- Procedures, including tools for analysis
- Findings, conclusion and significance
- Bibliography
By the time they have completed this complex project, students have had considerable writing practice and have also learned a great deal about the social science research process.
Paul Lococo teaches World Civilization. One assignment for his History 151 class is a 7-8 page research paper which students complete in sequenced steps, The first requirement, an outline, is returned to writers with comments; students use this feedback in drafting the next part of the assignment, an introduction. Paul returns these with comments and a grade. Having received substantial help along the way, students are much better prepared to write their final draft.
[summarized by Beth Kupper-Herr]