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Some Like It Rough
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Some Like it Rough - The Power of Requiring a Rough Draft
Paul Hagood
LBCC English Dept.
(Return to Tips and Techniques)
Let's say you assign a paper, and make it due in a week. When will most students write it? Oh, sometime between 10pm and 2am the night before. How good will it be? How good would your writing be if you write it between 10pm and 2am after a long day?
In the English Department we've tackled this problem with a solution that addresses several problems at once. We require them to bring a substantial rough draft to class on the day before it's due, and we give them credit for having it.
We also prepare them to write a good rough draft when we give the assignment. We'll often give them some guidelines for how to structure their paper, and a checklist or matrix for them to use to help guide them as they write. In general, we've found that the more we tell them about what we're looking for, the more likely we are to get it. So if we ask them to write an analytical paper, and then we discuss the general contents of what it should contain and give them a few model plans or outlines, we'll get much better papers than if we just tell them to "write an analysis paper." (for more information, please see our tips for "The Perfect Assignment.")
When the rough draft is due, sometimes we'll have them read and comment on each other's drafts, sometimes we'll just come around and check them off. But the main benefit simply comes from just having a good rough draft done a day or two before it's due.
Let's look at some of the benefits:
1. They will have the first, worst draft done in enough time to rethink it, refocus it, revise it substantially, add details and evidence, proofread it, correct citations, take it to the writing desk, etc.
2. They'll have the opportunity to look at a variety of drafts from their peers. Often just reading a sample of 2-3 rough drafts gives them plenty of ideas of things to add or improve in their own drafts, and things to avoid or delete from their drafts. If you don't have time to let them do this in class, have them exchange email addresses and give them credit for exchanging and reading/commenting on each other's drafts.
3. They avoid the stress of waiting until the last minute. Some will grumble, some students who do better under stress will feel unhappy, but after it's all over most will admit that it really helped them.
4. You avoid the stress and aggravation of having to read and grade shoddy work (ok, sometimes you'll still get work that's shoddy, but in general the class as a whole will turn in a lot better work!).
5. You can require them to turn in their work to MyDropBox.com to have it checked for plagiarism before they turn it in, and they'll have the opportunity to fix it before turning it in. Please click here for information on using MyDropBox.com.
6. It won't take much effort on your part, if any.
Overall, we've found it's a great way to help students succeed while not doing much ourselves!
For additional ideas and information about sequencing writing assignments for optimals student performance, please see MIT's page.
Consulting Service Available: if you'd like help implementing any of these tips or techniques, Paul Hagood is available by phone (917-4570) and email (hagoodp@ml.linnbenton.edu) for consultation. You might even get email assistance at night or on weekends!
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