Hello-
You raise an interesting point. I also will teach a freshman composition class this fall and am considering how to incorporate TBL. If the objective is to have the students become better writers, then I think that TBL will be an excellent method of teaching (for all the reasons we know about TBL). I appreciate the concern about individual work, but I see that such a grading construct can also incorporate TBL. This assumes, of course, that the RATs and AT IFs can be part of the grading as well.
As an aside, I think it is important to realize that with respect to writing assignments, many students will have others "review" or "edit" their work before it is turned in, so in the strictest sense, it is never absolutely their "own work." The same way that rarely will a scholarly article that we publish represent purely our "own work" as reviewers and copy editors "improve" the paper (although we represent it as our "own").
Lane
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Lane J. Brunner, R.Ph., Ph.D.
Dean, School of Pharmacy
Rueckert-Hartman College for Health Professions
Regis University
3333 Regis Boulevard, H-28
Denver, CO 80221-1099
Phone: (303) 625-1300
Fax: (303) 964-5533
www.regis.edu
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From: Team Learning Discussion List [[log in to unmask]] On Behalf Of W. Lance Hunt [[log in to unmask]]
Sent: Friday, August 08, 2008 1:55 PM
To: [log in to unmask]
Subject: Freshman composition
I teach Freshman composition. I.e. a class that has individual papers as the primary grading
criteria, and frankly, as the entire point of the class. Team learning sounds fascinating, but
antithetical to the nature of my class. A person must learn to write a paper on their own.
To do otherwise is to breach academic integrity, at least of this class. (One cannot
represent as one's own work the work of someone else, nor of a collaboration.) Is there a
work around to a class that demands individual projects as the fundamental grading criterion.
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