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1. In this course I try to
shift the locus of learning to the students, by
creating situations in which people read each other's
writing, and wrote in the awareness that others were
reading that writing. Is this helping, or changing,
your learning?
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2. I try to create situations in which
student discussion promoted learning. Is there
significantly more discussion than in most of your
other classes, or not? Do you find the discussion
promotes your own learning?
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3. A focus of this course has been to give
students opportunities to make informed choices about
their own reading, and thus to become more used to
making such choices. Do you think this happened, and
do you think it helped your learning about literary
journalism and its contexts?
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4. Would you say that the workload in this
course is heavier or lighter than average? Does the
structure of having regular assignments and class
discussions about them help you to stay engaged?
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5. I've tried to create a course that helps
people take responsibility for their own learning, and
for assessing for themselves the quality of their own
work. Is this working? Do you think it has helped your
learning in general?
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6. This course tries to help people attend
to how forms such as literary journalism come to be
seen as "genres" and how they're constructed by people
discussing and writing about them -- and how we can
find out about that sort of thing in the library and
on line. Is this affecting the way you think about
such matters? How?
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7. What do you think it's important for me
to know about how this course works (or doesn't) that
the questions I've asked above didn't provide for you
to answer?
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