There is no substitute for individual meetings with students. This semester I teach three sections of an all-freshmen introductory philosophy/theology course. My students wrote passable papers last year, when I taught the course under similar circumstances , but I realized that most of them consistently made the same mistakes: lack of cohesion; a tendency to summarize the texts rather than use them to illustrate points in their own arguments (something which I am especially keen to point out, knowing that I, too, struggle with this in my own writing); and, generally, lack of a clear and well-structured plan.
This semester, I retained the same the final paper assignment. My standards of grading have not lessened. I have the same high expectations for the finished product; but I have taken preventative measures for helping the students meet them. I told them the common pitfalls, both in print and as a class; I required them to produce an outline and draft of their thesis statement a week in advance of the paper’s deadline; and I required each of them to meet with me in person to discuss his or her outline.
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