I think we have two debates going on in an overlapping mode here, caused by a confusion of terms. The original thread started with professors dropping out-of-class writing assignments for fear of plagiarism. Somehow this got elided with the idea of dropping "the term paper" or "the essay," which is quite different. I think we are using "the essay" to stand for the current-traditional school-centered paper (sometimes based on secondary sources, sometimes not) which tends to bring out the worst in student writing. Sometimes it descends to the five-paragraph theme, and at others it hovers in the murhy mid-regions of "the research paper," which asks students to collect some stuff on a topic they don't care about and string it together with appropriate footnotes. Let's call this form "the current-traditional term paper" so that we know what we are talking about. Certainly, good riddance. But the original debate was about getting rid of "out of class writing," which is a hugely bigger category. If students aren't allowed to write anything that takes longer than 50 minutes because we think they'll steal it, there is a gigantic danger of dumbing down the whole enterprise. So what do we substitute? Natasha gave one good example. Russ has lots more, and I'm sure everyone can chime in with pedagogies that centre on involving students with longer-scope, inquiry based project in which writing circulates throughout a student community, not just from the student to the teacher. Writing Across the Curriculum is founded on this, although it takes great effort to make sure that WAC is not just meaningless writing moved from the English department to somewhere else (a whole 'nother story). Some of this can be done in class, but usually it's the editing, swapping, commenting, presenting that is the best use of precious co-presence. This, by the way, is the best way to counter plagiarism: give students projects in which the writing is so embedded in process that (a) they won't be motivated to plagiarise, (b) it will be very difficult to plagiarize, and (c) if they do plagiarize they'll piss off their classmates more than they'll piss off the teacher. Plagiarism is usually a sign of disengagement: if the product is meaningless, why not buy one instead of building it from scratch? Maybe that's the catch line for the Herald: "U of C prof suggests making students care about their work." Not co-incidentally, I'll be talking about this at length at Inkshed. -- Dr. Doug Brent Associate Dean (Academic) Faculty of Communication and Culture, University of Calgary 2500 University Drive N.W. Calgary, Alberta, Canada T2N 1N4 Voice: (403) 220-5458 Fax: (403) 282-6716 http://www.ucalgary.ca/~dabrent -=-=-=-=-=-=-=-=-=- To leave the list, send a SIGNOFF CASLL command to [log in to unmask] or, if you experience difficulties, write to Russ Hunt at [log in to unmask] For the list archives and information about the organization, its newsletter, and the annual conference, go to http://www.stu.ca/inkshed/ -=-=-=-=-=-=-=-=-=-