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to Integrating Writing,
Critical Thinking,
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Bean, John C
Engaging ldeas: the professor's guide to int egrating writing,
critical thinkmg, and active learning in the classroom I John C,
Bean. - 1st ed.
p. cm .- (The Jossey-Bass higher and ad ult education se ries)
Includes bibliographical references and ind x.
ISBN 0-7879-0203-9
1. English language-Metoric-Stud), and teaching 2. Critical
thinking--Stud)' and teaching llitle n. Series.
PE1404 B35 1996
808'042- dc20
95-36265
FIRST EDmON
PB Prinhng
10 9 8 7
CHAPTER
Forlllal Writing
A ssignlllents
74
Engaging Idea s
75
loose and say, "Okay, now talk and w rite like a ne w mem ber of this
d iscipline Go find you r ow n topic and do something interes ting
with it "
[Jut for many college wri ters, such fre edom is de bilita ting. Not
ye t at home wi th academic wri tin g o r w ith th e discourse con ven
tions of a new discipline, these students are ap t to pro duce wander
ing "aU about" papers ra ther than arguments or quasi-plagiarized
data dum ps with long, pOintless quotations and thinly disguised
parap hr ases Even worse, s tudents may resort to outright plagia
ri sm . Because th e traditional term paper assignment does not
g uide students tow a rd form ula ting a prob lem and developing a
thesis, it often does not stimu la te the complex thin king (and hence
the need for multiple drafts) that teachers de si re. In addition, tra
ditional term papers often do little to enhance learning of co urse
content. They supplement a course b ut d o not foc us s tu dents'
mental energies on the most important or most difficult course
con cepts or issues.
In contras t, Drenk's thesis support assignments focus di rec tly
on co urs e concepts and teach thesis-governed argumentation in the
discipline. In investigating a series of iss ues in finance, students see
tha t knowledge in this discipline is not a collection of iner t princi
ples and data but rather an arena for inquiry and argu ment. More
over, because Drenk's thesis support essays are short (one to two
pages), s tudents can rework them through multiple re visions and
transfer what they have learned from one essay to the next. Fur
thermore, Drenk 's em p ha sis on stand ards, combined w it h his
allowi ng of rewrites, often leads to a surprisin gly high leveJ of stu
dent work. "Although doubts always accompa n y teaching," Drcnk
says, "I know that I am successful as a teacher when students con
fes s that they learned more through my writing assignments than
through any other academic activi ty" (Drenk, 1986, p. 55)
76
Engaging Idea s
Snavely Snodgrass
\Nh at this expe rim ent rev eale d is tha t the w riting pro cess
reported by workshop p articip ants differed significantly dep end
ing on which option the y chose Of the ap pro ximately sixty fa culty
whu have responded to this assigmnent , only three chose option 1,
.1
77
78
Engaging Ideas
Des igning critical thinking tasks works best if teachers focus their
assignments on th eir main teaching goals for the course. Prior to
des igning assignmen ts, teachers can inventory their course goals
b~T conSidering answers to the follow ing questions:
1 What are the main units or modules in my course? (Fo r
4. Based on previous students ' exp erience, what are the most
difficult aspects of m y course for students?
5. Jf I could ch ange m y students' stud y habits, what wo uld I
most like to change?
6 \tVhat difference do I want m y course to make in my stu
d ents ' lives-in their sense of self, their values, their "vays
of thinking? What is my unique stamp on this course? Ten
years later, "",h at do I want th em to remember most about
m v course?
Of course, it is imp ossi bl e to d esig n. assignments th at have an
impact on every bcet of a course. But teachers can put together a
combination of form a I and informa I vniting ass ignments and other
kinds of critic<11 thinking tasks that will help students meet man y
of the teache rs' course goals. (For a more d e tailed <1ppr03ch to
articulating course gO<1ls, see "The Te<1 ching Goals inventory" in
Angel o and Cross, 1993, pp. 13-23.) In d esign in g formal assign
!. ', -c 1-/
or
,.. . . . .
79
~@--.
~
-
Yo u are Dr. Science. the question-and-answer person for a popular mag azi ne
called Practical Science. Readers of your magazine are invited to submit letters
to Dr. Science, w ho ans w ers them in "Dear Abby" style in a special section of
the magJz ine. One day y ou recei ve the fo llowing letter:
Dear Dr. Science:
You'v e got to help me settle this argument I am having with my girl
fri end. We w ere watching a baseball game several weeks ago when this
guy hit a high pop-up straight over the catcher's head. When it finall y
came do wn, the catcher caught it standing on ho me plate. Well, my g irl
friend told me that when the ball stopped in midair Just before it started
back down , its velocity was zero , but its acceleration was not zero. I said
she was stupid. If something isn 't mov ing at all , how could it have any
acceleration 7 Ever since then , she has been making a big deal out of this
and won't le :- me kiss her. I love her, but I don't think we can get back
together unti l we setle this argument. We checked some phYSics books,
but they weren't very clear. We agreed that I would w rite to you and let
you sett le the argument . But , Dr. Science, don't ju st te ll us the anSWN.
You've got to explain it so we both understand because my girlfriend is
really dogmatic. She said she wouldn't even trus t Einstein unless he could
explain himse lf clearly.
Sincerely,
Baseball Blues
Can this relationship be saved 7 Your task is to w rite an answer to Basebal l
Blues. Because space in y o ur magazine is limited , restr ict your answer to what
can be put on a Single fi ve- by eight-inch card. Don't confu se Baseball and his
Engaging Ideas
80
gir lfriend by using any special physics terms unless you explain clearly what
they mean.
- - ----: 7 .
- '- :J
,.-.,
\",
81
ways that they can misunderstand the very concep ts 'Vve hoped
tbev would learn.
N v 'rthele'i'i, students' errors, mistakes, and n:lisunderstand
ings can gi ve us valuable insights into tbeir thinking processes and
provide d ues about how to redesign and sequence instruction. As
recent work in formative assessment has demonstrated (Angelo
and Cross, 1993) , te achers vvho re gularly assess their students'
und,'rstanding of concepts as a course p rogresses can adjust
instruction to improve the quality of learning For assessing stu
dents' le arning, short write-to-learn assignments are particularly
etfective because they provide direct windows into students' think
ing processes
Consider three student responses to the physics microtheme
on acceleration versu c velocity The teacher graded the micro
themes on a 1 (lowest) through 6 (highest) scale using the grading
rubric sho'Vvn in Chapter Fifteen (page 263). Tbe following micro
theme received a top score of 6:
Ask your girlfriend's forgiverless because she is absolul >ly right . An
ever day definition of acceleration means speeding up But the sci
en tific meaning is more precise It .neans the rJte Jt which spc!' or
direcl iOIl changes over a certain period of time two things really.
Thus it is indeed possible for the LJ;~ll to still be accelerating even
when it has zero velocity I i the baseball haa no acceleration when it
stopped in mid air, it would t10at in the air where it stopped forever.
A baseball can accelerate in either of two wavs. It CJn change
its speed or it can change its direction of traveL If it does either or
both of these things over " period of time it has accelerated. As the
baseball stopped in midair its speed- or velOCity- became zero. Yet
the acceler,l tion was not zero because, like a stretched out spring,
<.7 ravit:v was pulling at it. As :vo u Iwticed, It soon turned around
fro m going up and came thundering s trai g h t down toward the
catcher 's rnitt. During any given interval of time, it was changing
direction or speed (vploClty). Because of this, i t~ , cderation (a mea
surement taken over a period of time) 'Nas never zero.
In giving this micro theme a 6, the instructor felt that the student
both understood the concept accurate ly and explained it well in his
own words to a new learner
In cOl1trast, the following micro themes vvere rated in the 1 to 2
range because their writers faded to apply the concrpts accurately. But
the significantly different patterns of thinking in these low-success
microthemes helped the teacher understand each writer's difficultv.
82
Engaging Ideas
83
~_
84
Engaging Ideas
1.\ -e Li
//'
The Situation
Yo u have recen t ly been hi red as a resea rch assistan t to business consul i "nt
Wilbur Jones, who has j ust taken on a new consu lt ing project for Steamboat
Beer, a gro w in g reg ional firm that hopes to go na tr onal. One m orning, Wilbur
sends you th e follow ing memo:
Before my meeting next week with the Steamboat people, I neeu '['Iorma
tion o n beer companies that hav e recently 1001 market share. I Wlnt you
to ' ind au , wh,H w ent wrong with Pabst. Plb st Blue Ribbon was d majo r
company when I was in college . Now you hardly ev en hear about It. Get
back to me w ith an ana lysis ASAP. What happened at Pabst and wh y?
You have he.Fd that Wilbl 'r likes his reports SUCCinct and to the point , w it h
mea nings highlighted up tront. He is a 'scan reader" who want s to g et the gi st
of report quickly.
Your Task
After re ad ing, studying, and analyzing the assigned case m ater ials on the Pabst
Brew ing Com pany, prepare your report for Wilbur. Make sure th at it has t w o
part s: (I) a b l,ef chronolo gical narrativ e sho w in g w hat happened at Pab st , and
(2) an analysis o f what w en t wrong.
Crading Criteria
Quality of na rrative (brief but clear picture of w hat ha ppened at Pabst) : 10
po ints
Quality of causal anal ysis (clearl y stated causes, good support , pla usible
and co nVincing argum ent based on datLl ): 30 poin ts
Readab ili ty (top-do w n organization , good use of he adin gs. clear sentences
wit h no confusing passages): 20 point s
Gr mmar nd correctness: 10 points
86
Engaging Ideas
87
to
This proposed bridge deSign does/ does not meet th e cri teria set forth by t he
city in it s request for proposal. (Ci v il engineering]
"The pat h to holines s lies through questioning everything. " Ag ree or disagree.
(Reli gio us studie s]
Based on the attached ca se, the nurse supervis or should/should not ho no r the
hus ba nd' s reque st that his wife (a stroke victim) be aSSigned a new nurse.
[Nurs ing]
Sch izophrenia is a brain d isease ./Schizop hrenia is learned behavior. [P syc hology]
Mercury amalgam filling s are/ are not sa fe. [Research project for a course in sci
entific arg ument]
Global warming is/is not a sign ifi ca nt environmental threat at this time. [En vi
ronme nta l b iology course]
88
=--4!
_-
-~--
Writ e an es sa y of no mo re t han two doub le -space d pages answe rin g th e fol low
ing a uestlo n: Is a skilled trou t fish erman on a variable il1terval or a vanable
ratio sched u le of reln forcement 7 Imagine that you are wri tin g to a classmate
wh o has miss ed the la st w eek of lectures and finds t ne te xtbook expl an ilt ions
o f ' varia bl e intel'va l" and "var iab le ratio " co nfu 5lng . [Psyc hology ]
Gaus s's law rel ates i 1e fiel d at the sLirface ta the charge
89
sure ly the field at the surface IS affected by the ch arges out side th e surface. Ho w
do you resol ve this difficcilt y7 [Mull in, 198 9 , p. 20 7] [Physi cs)
Ch oose a que stion that Plato answers In one w ay and Ari stotle an swer s in a di ffer
ent way (fo r example, "How do thi ngs chJ. nge?"). Then, in the first part of your
paper, ex plain to you r re ader the di fferences in thes e tw o theorie s. In the second
part of you r pap er, evalu ate the tw o pO Sition s, arguing th at on e pOSition is
stron ger thJ.n the other. In this section , specificall y answer the following question:
What situati on or thi ng does one theory ex plain w ell th at the other cannot ex plain
adequately? [Phil osoph yl
Phrased as a single question, the assignm ent now forces the stu
d ent to frame a single ans wer as a thesis statem ent for the essay.
3. Ask Students to Follow an Organizational Structure
That Req uires a Problem-Thesis Pattern
The m ost open-endt' u way of assigning thesis-governed w riting is
to give students complete choice of topic but to requi re tha t th ey
follow a prob lem-thesis stru c ture. Su ch a "gen eric" assignm ent
g uid es students with surprising effectivene ss toward theSis-gov
erned w riting.
90
Engaging Ideas
Write an essay of X pages on any topic related to this course. Use the introduc
tion of your essay to engage your reader's interest in a prob lem or qu es tion
that you would like to address in yo ur essay. Show your reader what makes the
question both significant and problematic. The body of your essay should be
your own response to thi s question made as persuasive as possible through
appropriate analysis and argumentation , including effective use of evidence.
Midway through the course, you will submit to the instructor a prospectus that
describes the problem or question that you plan to address and shows why the
question is (1) problematic and (2) significant.
II
.J."
Fo rm al Writing As signment s
91
Engaging Id eas
92
=#-
93
94
Engaging Ideas
Are you studying in order to become good) Explain what you think Aristotle is
getting at and then explore your own response.
j , ,,,V . - . .'. ,
95
96
Engaging Ideas