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It contrasts earlier assumptions that students would submit polished first drafts with newer expectations that students must be guided through research from proposal to final essay. 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Students can earn points by progressing through the process and refining their papers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598554,1792209027,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","THE CEA FORUM  \nSummer/Fall 2011  \nPromoting Research in an Undergraduate Shakespeare Course  \nMatthew A. Fike  \nWinthrop University  \nThis essay concerns the methods I use in my 300-level Shakespeare course at Winthrop University to foster research worthy of frequent conference presentation and occasional publication. In short, my approach is to provide suitable topics and to require multiple stages in the composition and research process. The results, I have discovered, are sometimes phenomenaland clearly superior to the work students did when I first taught the course at Winthrop. I begin, therefore, by contrasting the first version of my Shakespeare course with my more recent efforts.  \nThe fall 2000 course was problematic because it was based on faulty assumptions. Whereas students assumed that they could turn in a first draft and receive a high grade, I assumed that they would turn in something more polished. They also assumed that they knew how to pick proper topics and that they would receive decent grades for plot summary, incoherent analysis, or papers that did not support thesis statements; I assumed that they could identify decent topics on their own and knew basic things about argument and development. In other words, I overestimated my students’ starting point, and they underestimated my expectations. As a result, the grading punished them for not knowing to begin with what they needed to learn.  \nTHE CEA FORUM  \nSummer/Fall 2011  \nOver the intervening years, I have developed a very different set of assumptions. The foremost is that, if students knew how to write a Shakespeare paper, they would not need to take my course. There is a place in the syllabus for a new critical “analysis” paper, but I now believe that students should write a research paper. At least once in their four years at the university, they need to have a professor shepherd them all the way through a multi-stage research process. A final assumption came to me from a senior colleague who stated,“Our students, if they think it doesn’t count, aren’t going to do it.” The remark prompted me to figure out how to use grades to motivate my students to develop their projects in stages: the writing project is now a significant part of the course grade, and “process points” reward dedicated engagement despite the absence of perfection along the way because students need multiple chances to get a paper right.  \nOut of one hundred points for the course, fifty are for the midterm, final, and oral participation; the other fifty are for the term project and break down into eight stages:  \n􀁸 Paper Proposal (2 full pages)  \n􀁸 New critical paper (5 full pages)  \n􀁸 Annotated bibliography (10 sources)  \n􀁸 Outline written in complete sentences and including research (4−5 pages)  \n􀁸 Full researched draft (at least 8 pages)  \n􀁸 Self-analytical cover letter (2 full pages)  \n􀁸 Conference abstract  \n􀁸 Final draft of researched essay  \nTHE CEA FORUM  \nSummer/Fall 2011  \nAll are five-point assignments except for the new critical paper and the final researched draft, which are worth ten points apiece, but only the final draft receives a rubric-based grade. As a result, students can receive up to thirty points for nursing their projects through the writing process. On the final day of class, students turn in a folder containing, in this order, the cover letter, the conference abstract, the final draft, and the previous draft with my sheet of typed comments. Obviously, an eight-stage writing process requires not only a full semester’s engagement by my students but also an enormous amount of grading by me. I could have assigned one paper, a midterm, and a final for a total of seventy-five items to grade. Instead I assign eight stages, a midterm, and a final, all of which times twenty-five students equal a total of 250 items that I must grade for Shakespeare class alone.  \nI describe the assignment to my students on the first day of class by laying out the assignment much as it","cbCaipANweiq8s0b","https://ap.wps.com/l/cbCaipANweiq8s0b","pdf",519795,12,"English","# Overview of the course approach\n## Revising assumptions from the fall 2000 course\n## Designing a multi-stage research process\n## Grade structure and process points\n## Assignment stages and workload considerations\n## Motivating student work and outcomes","[{\"question\":\"What problem in the fall 2000 Shakespeare course led to changing the approach?\",\"answer\":\"Students expected to receive high grades for an initial draft and for weak submissions, while the instructor expected more polished work and proper topic selection. This mismatch caused grading to punish students for not starting with what they needed to learn.\"},{\"question\":\"Why does the course shift from an analysis paper to a research paper?\",\"answer\":\"The instructor argues that if students could write a Shakespeare paper, they would not need the course. Instead, students should complete a guided multi-stage research process at least once during their four years.\"},{\"question\":\"How does the grading system motivate students to develop projects in stages?\",\"answer\":\"The writing project heavily reflects “process points,” rewarding dedicated engagement at multiple stages even when work is not yet perfect. Students can earn points by progressing through the process and refining their papers.\"}]","THE CEA FORUM - Summer/Fall 2011 - Promoting Research in an Undergraduate Shakespeare Course | PDF",1792087145]