Multiple mentions:
Group discussions [4 students]
Seeing our own work used as examples in class [3 students]
Seeing other people’s writing; getting peer feedback [2 students]
Exercises, especially on specific editing skills [3 students]
Assigned exercises, which blend well with daily life
The lab notebook, which forces me to reflect on what I just did, further clarifying what I’m understanding and what’s working [2 students]
The encouragement of regular practice; being forced to write [2 students]
Using regular practice to discover what works best in a student’s daily routine
The pace of the class, which allows time to assimilate ideas and to practice (one class per week allows in-depth learning to happen and to have great substance) [2 students]
Single mentions:
Class time going in depth into principles applied on assignments (can acknowledge difficulties as well as share viewpoints and epiphanies)
Gaining mindfulness (also helps with research and other work)
The quieting response (focus on a good memory and smile)
The ideas, skills, and exercises, which help with other classes and projects
The assigned readings (viewed as valuable, especially Williams)
Guided reading
Keeping a portfolio to track progress
Helps me create time to write and think about my project
The course handbook (teaches the methods)
My peers, who let me feel comfortable with writing and confident of writing
The [ACTION] emails, which help stay on track with tasks
Seeing the instructor’s solutions
Talking to the instructor
Multiple mentions:
Consolidating email announcements with the course calendar [2 students]
Knowing beforehand how work will be evaluated
Clarify expectations for writing outside of the assigned practice
Do more writing
Do more prewriting and try different types of prewriting
More guidance from the instructor on prewriting
Single mentions:
Using Williams’s techniques in greater depth
More focus (course appears to meander in terms of concepts learned)
More targeted feedback (though that may be happening anyway)
Inviting Donna Qualters back to teach another session in the spring
Pair homework (e.g., trade editing)
Get thoughts or feedback on writing success and practice from people (instructors, colleagues, or peers) outside the class
More help developing good habits, especially in the face of other responsibilities
Exercises which do not assume that my writing project is at a certain stage
Utilize Piazza more or better
Extra help for international students
Knowing the instructor’s office hours
Things that are not possible at this time:
A smaller classroom
A better version of Boice (which would be short and concrete and not drag on)
Be more active on Piazza; respond to requests there [3 students]
Get to know each other; share writing, thoughts, feelings, and experiences; meet regularly with a group [3 students]
Share small bits of progress outside of class
Share revisions with before/after examples [2 students]
Continue to have well balanced, intellectual discussions in class
Continue to facilitate healthy and equal discussion
Volunteer students’ own writing for analysis and discussion
When struggling with a concept, speak up early and often
Arrive on time
Help set up the classroom (board, chairs)
Read syllabus more thoroughly