Assessment methodArgumentative Essay Assignment

Based on a pedagogical strategy that approaches writing as synonymous with thinking (rather than just the end product of thought), this assessment requires students to produce a clear, well-considered argument in the form of a short essay. Students are assessed on the structure and coherence of their argument, analytic capabilities, and written communication. This assessment is designed to make explicit those essential skills for developing a clear and persuasive argument and to develop foundational thinking and writing skills (both key outcomes from undergraduate study). This technique is well suited to introductory and gateway courses, having been recently used in PHIL1110 (an intensive mode course for high school students in UQ's Enhanced Studies Program). In contrast to more traditional research essays that rely heavily on self-directed learning/research, students complete this assessment in a supported, collaborative learning environment that integrates numerous scaffolded learning activities. A key outcome of these activities (which can take numerous forms) is to enhance collegiate discussion, which (1) creates an active and collaborative learning environment, and (2) assists students to develop an argument with clarity and concision. Students complete the majority of their essays during contact hours and are encouraged to choose a topic of interest to them.