332-4, The Writing & Reading of Texts, 2/29/96, 10 students
is most helping you learn in this course?
is impeding your learning in this course?
much work (especially when papers are due)!!!!
right into analysis before total comprehension of events (need
to give summary of events before getting into groups, before delving
into analysis or it gets confusing / overwhelming)
suggestions do you have to improve the course?
need very specific instructions re: assignments. / weekly syllabus
/ write on homework on syllabus.
give a little summary of events before delving into analysis.
(Not too much time on comprehension in class.)
us out on time.
responses to students' ideas:
are right: the workload is significantly heavier than that in
other sections of the course. I slowed the pace on Racine's Phèdre
and reduced the required work via e-mail (especially since several
students had trouble getting to a computer).
a whole class, we discussed their questions of comprehension in
chronological order. The number of comprehension questions diminished
after a time. Especially given the conflicting data in the second
suggestion (above), I did not take the time to give or have students
give a plot summary before moving on to analysis; the more detailed
responses to comprehension questions seemed to solve this problem.
continued to hand out written assignments for a week or two at
a time (to accompany the syllabus). But I took more time in class
to go over and clarify the written homework assignments.
made sure to finish class on time.