An essay sequence

Ross Woods, 2018

This sequence is based on the idea that online students can write an essay in stages. It presumes that students need to discuss the topic in a group, as opposed to working in isolation. It takes a solitary activity (essay-writing) and makes it into a more collaborative activity that can still be assessed individually. The role of discussion of students' work is much like a social MOOC.

1. Stage One: Teaching the topic
1. The instructor identifies the topic, perhaps gives one or two brief readings on it, and clarifies it in discussion. Some should be scenarios "What would you do in this situation?" (i.e. problematization).
2. Stage Two: Students explore the topic
   1. Students explore and describe the topic in practice, examining readings from source material, doing an internet search, and considering options for explorations (e.g. innovation).
   2. Students write a short report of the results of their exploration. Reports should contribute to students’ final grade for the unit, so that students have an incentive to do them well and submit them on time.
   3. Students would need a deadline so that they can discuss their overviews together.
3. Stage Three: Class discussion of the topic
   1. With the tutor moderating discussion, students comment on each others papers. They will probably bring up further aspects in discussion.
   2. When the tutor closes the discussion, he/she sums up and makes his or her own comments. The purpose is to keep discussion on an even keel and to ensure that students are as ready as possible for the next stage.
4. Stage Four: Individual essays
   1. Students then propose topics for their essays.
   2. Students draft, revise, and submit their essays.
5. Stage Five: Assess essays

Questions and notes

1. To what extent is the essay a group effort? Is it desirable for assessment to not be based completely on individual effort?
2. Discussion involves risks that students with stronger voices will marginalize quieter students and that some students will easily take offence.
3. Some overviews will be much better than others. Students who believe they have not done well might be embarrassed and feel tempted to drop out.
4. The role of papers in assessment favors students who are good writers (or plagiarizers). If discussion contributions were assessed, the system would favor students who are good talkers. I suggest students’ contribution to the discussion should not be part of the final grade. It is very subjective and favors talkative students.