Using high stakes and low stakes of writing to enhance learning Student writing can improve substantially through drafting and redrafting assignments. Elbow and Sorcinelli (2011, p. 219) suggest that larger assignments be divided into several shorter papers, and that lecturers could make use of a rubric aligned with the stated outcomes of the assignment to guide structured feedback. Peers could also be used to give each other feedback on drafts. A generic example of such a rubric could look as follows: | Unsatisfactory | OK | Excellent | Content, thinking, mastery of ideas | | | | Application of construct to ‘real world’ | | | | Language, grammar, wording | | | | Overall | | | |
Source: McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers, Svinicki, M, McKeachie, WJ, 2011 |