In this post, we follow up our previous introduction to low-stakes writing with a look at some of those strategies in action here at Georgetown. Three members of the Writing Program have shared a brief peek into their most successful tools and practices for low-stakes writing, and how students respond to it in their classrooms. If you’re curious about adding this type of writing to your own classroom, check out these tried-and-true approaches for working with Georgetown students, especially those in the thick of developing more formal written assignments:
Video Diary – Phil Sandick
A number of my students have talked to me about the importance of “productive procrastination.” They describe their best college writing experiences as involving a lot of revision “on the page” and also away from the page: playing sports, eating meals, going to a concert. Creativity scientists speak of this generative simmering of ideas too, but in order to maximize the value of this slow-cooker approach, we have to start the timer early.
Once a semester, after I’ve assigned a “zero draft,” I request that students make a short, unedited video diary for homework, where they freespeak (rather than freewrite) where they are in their approach to the assignment. In small groups, students share their videos and compose lists of next steps. This can be uncomfortable for writers who are used to giving themselves much more time and intellectual space to carefully think through a prompt before sharing their work. Additionally, students may not want to risk sharing an early idea because it might get criticized, so I frame these sessions as something more akin to “flexible open studio time,” rather than as a criteria-based peer review activity. My hope is that students are left with an iconic memory of having started the process early.
WordPress Posting – David Lipscomb
At the beginning of each writing class, I ask Georgetown University Commons to create WordPress blog sites for each of my enrolled students. Then, during the term, students customize their sites and write weekly blog posts (each 100 to 300 words), addressed to their classmates and posted a day before the last class of the week. At the beginning of the term, I give them guidelines for their posts — asking them to respond to our readings or offer quick ideas about upcoming essays; toward the end of term, they decide what to write about, with most falling back on our SIP format (discuss something in the reading that Surprised you, something that Impressed you as important, and something that Perplexed you). I also require them to post responses to at least three of their classmates’ posts each week.
As for grading, I give them a mid-semester blog grade with about a paragraph of comments (including comments about the responses they’ve been leaving on others’ posts) and then a final blog grade, which usually counts for 20% of their overall final grade. While I read every post and draw on their blog posts in every class discussion (this makes class prep easier, frankly), I don’t post my own responses to their individual blog posts; that’s the job of their fellow students. So, they end up doing a lot of low-stakes writing, addressed to (and frankly motivated by a desire to please) their classmates, not me. Their blog writing feeds into class discussions and into longer writing assignments. And I spend very little time providing formal feedback.
Framing Documents – Sherry Linkon
The most productive low-stakes writing assignment in my courses has been the framing document, a 500-word text focused on a particular day’s readings. Students sign up to produce 4 of these during the semester. In the framing document, they answer 3 questions:
- How does this text deepen, contradict, complicate, or extend the discussions we’ve been having about cities and representations?
- What do you think we should focus on when we discuss this text?
- How do you suggest we begin the discussion? What specific moments or aspects, ways of reading, comparisons with other texts will help us dig into the issues you want us to explore?
Students send these to me 24 hours before class, so I can incorporate the best of their insights and questions into our class discussion.
I use a simple 5-point checklist for grading. Students earn 1 point for each answer, 1 point for accuracy, and 1 for offering especially thoughtful or insightful comments. In course evaluations and follow-up discussions, students have consistently identified the framing document as the most useful element of the course. It ensures that at least a few students come to class every day very well prepared for discussion, and the questions help students develop the ability to focus on big ideas, to make connections among texts, and to frame and approach substantive, generative questions.