This assessment is designed to teach students that different cognitive modes (that inform processes of writing and editing) are required during different 'design stages' of an overall writing project. For example, students are encouraged to initially refrain from any heavy editing and instead be creative and generative in their writing. With this pedagogical approach in mind, students are required to produce a short, written piece that draws on narrative techniques to effectively communicate a position on a topic of personal or academic interest. Students choose the topic, medium, and intended audience in negotiation with course staff and are marked on their ability to persuasively present a position on that topic or issue in a way that is appropriate to the specific audience. This assessment sees students submit a proposal, which receives rich qualitative feedback from staff; Students then submit a draft to an online platform (in the case of WRIT1200 this is done via Cirrus) that is able to be viewed by both staff and peers. Students must then provide considered, constructive feedback to several of their peers. This task is designed to encourage critical reading and to provide opportunities for collaborative learning a draft that is submitted. Finally, student must submit a finished copy of their written piece.
PLEASE NOTE: The academic integrity information displayed on this page is currently under review. Some examples and descriptions were developed before the widespread availability of generative AI tools and may not reflect current approaches to assessment security. When adapting an assessment idea, staff should consider how the design supports authorship, verifies student achievement of learning outcomes, and mitigates inappropriate use of AI and other forms of academic misconduct.

Details