Students in a First-Year Writing Seminar

Required End-Of-Semester Evaluation

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Indispensable Reference

Required End-Of-Semester Evaluation


[Required: Evaluation for ALL First-Year Writing Seminars —students see an online form]

John S. Knight Institute for Writing in the Disciplines

FWS End-of Semester Evaluation

Part I: Computer-scored Responses:

  1. The most important reason I chose this seminar:
  1. I liked the course description.
  2. I thought it would be challenging.
  3. My advisor recommended it.
  4. It was offered at a time I had open.
  5. I could not get into one of my top preferences

For the following questions, use this scale: (1=An appropriate amount, 2=Too much, 3=Too little, 4=Far too much, 5=Far too little)

  1. How much reading did you do?
  2. How much out-of-class writing did you do? (For the Fall 2020 semester, First-Year Writing Seminar guidelines suggest a minimum of four essays and a maximum of eight.)
  3. How much time was spent learning about writing?
  4. How much time was devoted to learning how to revise essays? (FWS guidelines suggest that a minimum of three essays go through a process of guided revision.)

How much do you agree with the following statements? (1=Not at All, 2=A Little 3=Somewhat, 4=Strongly, 5=Very Strongly)

In class, in conferences, or in paper comments, the teacher emphasized

  1. choosing the words that best express ideas.
  2. writing grammatically correct sentences.
  3. structuring sentences carefully.
  4. providing appropriate documentation for sources.
  5. developing a strong argument.
  6. writing well-focused, coherent paragraphs.
  7. making transitions from one paragraph to the next.
  8. focusing an essay on a significant problem, hypothesis, thesis, argument, or idea.
  9. supporting claims with pertinent, substantive evidence.
  10. incorporating and analyzing source material and quotations.
  11. editing essays to eliminate flaws of grammar, word choice, spelling, and format.
  12. revising essays to enhance interest, clarity, and persuasiveness.
  13. writing in a style appropriate for a particular purpose.
  14. writing in a style appropriate for a particular audience.

How much do you agree with the following statements? (1=Not at All, 2=A Little, 3=Somewhat, 4=Strongly, 5=Very Strongly)

In this seminar,

  1. reading and writing assignments formed an understandable progression.
  2. the level of difficulty of the readings seemed appropriate.
  3. I learned to read with care in the discipline of the seminar.
  4. informal/preparatory writing assignments helped me understand the readings and write an essay.
  5. I had opportunities to confer privately with the teacher.
  6. the teacher was well-prepared.
  7. the teacher directed discussions well.
  8. the teacher treated my writing with respect.
  9. the teacher graded my papers fairly.
  10. the teacher returned our papers within a reasonable length of time.
  11. comments on each returned paper helped me improve the next assignment.
  12. I felt intellectually stimulated.
  13. I became a more confident writer.
  14. I became a more skillful writer.

Part II: Written Responses: (Important: we would need to receive requests for individualized questions by no later than the third-to-last week of the semester.)

  • What are your overall impressions of the course? Please be as specific as possible in analysis of strengths and/or suggestions for improvement.
  • Do you believe your writing has improved? If so, how did the course promote this improvement? Are there aspects of writing we should have stressed more heavily?
  • Were written comments on papers helpful? If so, why? If not, why not? How useful were class discussions of the assigned texts? of writing?
  • After taking this course, what do you consider to be your greatest strengths and weaknesses as a writer?


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