INSIDE DOUGLAS COLLEGE / APRIL 30, 1991

*SSERDNDORCT ET GE ERA SM SRS EE PPE PS 6 TNT PE PRS IE CTS A a SSI EI IR Na Ht

writing assignments in the course). Many students
omitted creating a clearly written thesis statement in
their opening paragraphs. Others skimped on specif-
ics. Some failed to use paragraphs and an essay
format. Therefore, in returning the papers to the
classes, I debriefed the exercise and explained such
matters as, “Raiford likes DETAILS; you MUST write
in paragraphs; spelling and grammar, as well as
punctuation, WILL count in this course!” In short, not
only did I get a feel for students’ writing capabilities,
but in my providing feedback I gave them a feel for just
how serious I am about their writing well.

This exercise gave me a chance to introduce our
Writing Center at the beginning of the semester, not
“after the fact” of the first major essay test (in the third
week of the course). The benefit to the students is
obvious: With my pointers on composition and those
from the Writing Center, students should be able to
turn in improved papers throughout the remainder of
the course. The benefits to me as the instructor are also

obvious: Essays are easier to grade, and frustration
Over poor composition is reduced.

The purpose of this exercise was not to frighten or
discourage students from staying in the course. No
one dropped because of the writing requirements in
the course! It was to instill, from the start, the necessity
of putting to use in this course what students have
been taught for years in their English classes. The
results have been gratifying. Of 40 essay-letters, 30
proved acceptable and earned the extra-credit point.
Also, in subsequent weeks of the term, eight of the
students actually went to the Writing Center for
assistance. I also collected the essay-letters and com-
pared them with the first major essay assignments; 50%
of the students who exhibited deficiencies in the initial
essay-letters have now demonstrated rectification of
those deficiencies. My time and frustration in subse-
quent grading has diminished accordingly—not a bad
payoff for following a whim and for spending a little
extra time in grading essay tests on day two of classes!

 

 

 

 

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Essay Test On The Course Syllabus

Compose a four-paragraph essay about this
course in the form of a letter to a “friend,” real or
imagined! Be sure to establish a thesis in your intro-
ductory paragraph. Describe the course content in
your second paragraph. In your third paragraph,
comment on various specifics about how the course
is managed and taught. In your final paragraph,
comment on your expectations, hopes, fears, etc.,
regarding the course, and offer a conclusion. Re-
member: grammar, spelling, and punctuation will
be considered in the grading of your essay-letter.
You have 10 minutes to write 1 to 1-1/2 pages.

eet

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Norman G. Raiford, Instructor, History

For further information, contact the author at Greenville Technical
College, P.O. Box 5616, Station B, Greenville, SC 29606.

 

Suanne D. Roueche, Editor

February 1, 1991, Vol. Xill, No. 3

©The University of Texas at Austin, 1991
Further duplication is permitted by MEMBER
institutions for their own personnel.

 

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