Promoting Student Participation and Learning Through the Use of Weekly Writing Assignments
Abstract
This paper describes the use of written reading reaction assignments designed to promote student preparation, participation, and active thinking. Reading reactions are structured assignments requiring students to describe and react in writing to ideas in the assigned reading prior to the class for which the reading is assigned. The assignments are then used in class to structure student participation and discussion, requiring all students to select and share ideas. The instructor's observation and analysis of surveys completed by students suggests that this approach is useful in encouraging on-time reading of assignments, broader student participation, a higher level of discussion, and a more positive experience for the students.
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