Wednesday, December 9, 2015

"When More Is Less": Quality over quantity in writing

"Moderate but meaningful" correlations in a recent study suggest that a few well-developed writing assignments may be better for students' intellectual growth and personal satisfaction over time, especially when compared to more quantitative writing practices.
“Effective writing practices are associated much more strongly than the amount of writing with greater student learning and development,” the study says. “There are undoubtedly instances where there is no student writing or so little that more would be salutary. However, the important lesson from our study is that quality matters -- that in many situations it would be better to place more emphasis on the design and use of the assignments than on the number or size of them.”
Click here to read Inside Higher Ed's take on the study, which was conducted through a collaboration between the Council of Writing Program Administrators (CWPA) and the National Survey of Student Engagement (NSSE).

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