Writing in Large Classes

The logistics of large classes complicate the use of writing, which is unfortunate because of writing's crucial role in the educational process. The unique generative attributes of writing can facilitate learning. It is one means by which students can report their growing knowledge and engage in dialogue with instructors and peers. Writing also assists students in reinforcing information that is presented in class. Moreover, students develop communication skills through writing, such as audience awareness, focused presentation, and revision strategies. Writing in class under a teacher's guidance is one of the best ways for majors to build the specialized vocabulary of the field of study and to learn the conventions and expectations of its written communication.

Because of the important role writing plays in learning, and because of the special challenges large classes create for teachers wishing to employ writing, we have designed this page to encourage discussion about the use of writing in large classes (defined here as whatever seems to be "large" to the instructor). It includes documents for your use (marked "faculty") and some for your students as well (marked "student"). Please help us expand this page by sending your questions, observations, and requests to the Center for Teaching Excellence at cte@ku.edu.

In the midst of all the pressures to design and teach an effective large class, how can I find the time to use and grade writing?

Writing for learning purposes does not require extensive amounts of class time and, because it is intended for students' collection and exploration of ideas, it does not need extensive grading.

What are some writing strategies that work in large classes?

Whatever the strategy, it will be most effective--and time-efficient--if it responds to course goals. The following strategies present a range of activities that promote learning:

If I incorporate writing, won't plagiarism be a problem?

In this day of instant access to papers on the Internet, an assignment that is course-specific and relatively new provides the best prevention against plagiarism. An assignment that is recursive (one that draws on ideas students grappled with in an earlier exam, discussion, or writing) proves even more effective. Assigning students to a specific teaching assistant, who will review their papers, will help, as will explaining the importance of academic integrity. The following discussions of plagiarism and academic integrity may be helpful:

Group work is one of the teaching strategies encouraged for large classes. How can I use writing to facilitate group work?

Group work or collaboration is tied to writing in at least two ways: writing assignments can encourage students to work together toward a common goal, and writing as a group helps students develop planning and time-management skills. These discussions about writing and group work explore several issues:

I like to assign some form of a long paper as an option. What are some possibilities?

Several types are available, ranging from portfolios to the traditional research paper. Like all other writing assignments, these projects work best if they reinforce course goals and expectations. Students are more likely to stay on schedule (and be less tempted to plagiarize) if long assignments are segmented into chunks for which the students must be accountable.

How can I expedite the use of essay exams?

Careful crafting of questions and instructions will improve the likelihood of accurate answers. Norming evaluators will increase the consistency of grading. (See the question on responding.) Reminding students of reliable exam-writing strategies will allow them to demonstrate their knowledge of the course work rather than on writing the exam answers.

Evaluating writing can be very time consuming. What strategies will expedite the process?

Writing to promote learning does not have to be graded, but when writing does require evaluation, graders may wish to respond primarily as informed readers. Holistic grading statements and checklists help graders maintain consistency. (KU teachers may contact Writing Consulting for custom-designed checklists for specific classes.) Teaching assistants will be better able to maintain uniform standards if they participate in designing the assignment and if they norm themselves before grading. (KU teachers may contact Writing Consulting if norming sessions need facilitation.)

What supervisory support do my teaching assistants need?

Teaching assistants prove to be valuable colleagues in large classes. Their unique perspectives toward their fields and your courses help them to provide exceptional feedback to you and your students. Discussing assignment goals and expectations, as well as evaluation techniques with teaching assistants can help to make writing in large classes more time-efficient and effective.