As many faculty are focusing more intently on our syllabi for the fall--after mulling them over all summer--many people are trying to figure out what to have students DO. Should they write term papers? Five-paragraph essays? Compare and contrast pieces? [The answer is NO.]
There are lots of exciting ways students can engage actively with their learning, both to further their understanding and to convey that understanding. (Writing is for thinking, ideally, not just for following a safe recipe.)
The key is to figure out what the ultimate goals are--really going back to fundamentals--and then start from there.
If students are supposed to draw connections between the course material and the rest of the world, then allowing them freedom to explore is appropriate.
If students should master a particular, real genre, not necessarily a "school genre," then having them understand the conventions of that genre is helpful.
If students are supposed to become expert in a spinoff topic, then giving them free rein is appropriate.
If students are to become lifelong writers who have options about how to best convey their message to particular audiences, then having them figure out what's appropriate in diverse moments prepares them to think it through.
If students are supposed to achieve perfection in academic-style writing, following every arbitrary (it seems that way to students, believe me; I've asked) instruction, then it is asking for corner-cutting, imitation, going through the motions, and dread.
There are lots of colleagues all over the place engaging in, well, engaging assignments. Some fall under the general container of "unessay" (here and here).
Here is a list of what my own students have produced, just in the last year:
Nobody could argue that the authors and creators weren't learning, or that they were not putting in effort.
Some of the work was brilliant, inspired, amazing! Some was a first, brave, risky effort at trying a new format, genre. A football player wrote his first poem since middle school. A doula created a series of paintings depicting different food prohibitions during pregnancy, having interviewed people of different ages and from different countries. A student made a mosaic; another made a cartoon of the ways personhood remains the same and changes over the lifespan. Someone created a food-waste brochure. One student wrote a letter to his younger self. I welcomed this experimentation. I learned a lot, and ENJOYED, what my students were doing. They did too.
Learning, writing, doing don't have to be painful drudgery to be worthwhile.
Comment below with your own ideas, if you like!
Living and Learning with Risk: Against Rubrics and Grades. How "Ungrading" Allowed My Students to Try Some New Things
I gave my students freedom to write (present) what they learned however they wanted. They were terrified; how could they get an A without a rubric??--and then they reveled in it. We took risks together, and learned together.
Just the other day one of my undergraduate assistants reported a friend's boast that he had not read anything for school since fifth grade. A student at an excellent university, successful, "clever," "smart," he can write papers, take exams, participate in class or online discussions. Why would he have to read?
Students sometimes don't buy the class books. Professors are shocked.
Several years ago a student told me that she regarded all assigned reading as "recommended," even if the professors labeled it "required." Were professors so dumb that they didn't know that?
Read here or on Huffington Post: