Below are all the comments I received in response to the end of term feedback questionnaire. I've made a few comments in response, in green.

Making the writing of students a central focus of the course rather than primarily a means of evaluation:

• I am not entirely sure how i feel about this, because there is little grade value placed on the writing itself, but rather the fact that it was done, it leaves quite a bit to be desired in the way of insightful commentary. It also tends to make the writing incredibly unorganized. [I wonder if the only motive for making writing organized is to have the instructor say it's organized?]
• This works the only issue is sometimes it may come down to quantity of the writing rather than the quality
• I like the idea, but I know the motivation for a lot of students is based in graded or the threat of low marks. I think all classes should use writing like this one, but that sadly isn't the case. [I think so too, of course, but I don't think it's a reason not to do it. I believe it's an experience worth having.]

• This works and they work best if we run through them as a class
• This helps because if you forget what you are suppose to be doing for the next class you can always go back to the prompt.
• No huge issue here. Sometimes it can be time consuming to sift through the paragraphs to get the deadlines, but other than that it's pretty straightforward.
• This is helpful, as there would be absolutely no way to keep up with the magnitude of things we do at one time without them.
• Sometimes the prompts are unclear. Perhaps doing them in point form so that they are easier to follow? [This has been suggested before. Part of the reason I don't is that I think people learn some reading skills by reading complex text; it's also true that point form simply doesn't have room for explanation. I try to make clear to you (and to me) why I'm doing what I'm doing.]

• Sometimes the short assignments are harder and take more time than I believe they should which makes it hard to get done right and to focusing work for other classes. [I'd be happy to have people let me know when they are taking more time than I've expected. My sense has been, though, that in many cases people simply haven't made them a priority.]
• This course has some learning strategies that are uncoventional, but this one, having regular short assignmets, is conventional, I think. In other classes, you are given homework that is due next class, whether its reading a chapter of a book or reading a play. [This is interesting to me; I wonder if it's more true in English than in other classes.]
• This works. I feel like I need to start them earlier than i do.
• These are a great addition to the class. Assignments which are due by class time the following session are much more manageable then assignments which are due days (or even a day) before the class is to meet, time is set aside for assignments due the next day (generally) not usually for classes which are 2+ days away.
• They work in theory, if we can get into the habit. Sometimes I've considered programing the learning journal into my cellphone's schedule... I think I will. [Good idea.]

• I think it works, but it's an odd thing to have a deadline for. Most of us are used to in person discussions, where the deadline is mostly having read the material before the class. [If you think of the forum and wiki postings as material to be read before a class discussion, it may make more sense?]
• This is great because it is easy to organize and we don;t waste paper. Can be stressful at first if you are not comfortable with people viewing your work but it builds your confidence and makes you a better writer. [This is what I hope, anyway.]
• This is helpful, easiest way to comile info.
• I think that doodle and wiki can be slightly confusing though once I figure out where the assignment is it's very helpful.

• It works great so long as we check it daily. I know it can get lost in the shuffle of my other coursework.
• Also helpful.
• I really like the layouts the course website better than the moodle page. [I've tried to set it up so that you shouldn't have to use the Moodle page. When it doesn't work that way, let me know.]

• I enjoy in class discussion, but I find it doesn't happen that often. And when it does, most of what we'd have to say is already written and discussions can feel a bit repetitive then. [It strikes me that discussions are rarer than I'd like because attendance has been so poor -- and if discussions are repetitive it's a problem for the people participating. No?]
• We do this well. Usually we go around the room and each person has a chance to discuss what they thought.
• I enjoy this portion of the class, it becomes problematic at times because there are several individuals who simply won't discuss things unless they are called upon specifically.
• It's hard with such a small class because some of us don't like talking in class and having such a small class and forcing totals isn't always fair. [I understand people feeling uncomfortable talking in class; that's part of the reason I use writing so much. But it's also something you can get used to, and it seems to me a five-person class should be a lot easier to practice in.]

• I appreciate it, though it means being on top of my email to know if I have class or not. But that's not a bad habit to get into.
• Maybe we could schedule a later class. Some people seem to have trouble making it to the 9:00 class.
• This would be helpful, if we ever did this.
• This is a good option because don't always need the whole class to talk.

• I'm not incredibly fond of this. But I can see no other way a class which is structured like this one could function unless the grading was sone this way.
• This semester I think I am going to embrace this, something which I did not do last semester. I over thought what I wrote instead of just keeping to the deadlines.
• I like this, but I don't like the reverse: counting all undone assignments the same. Yes, the benefit of the doubt is a wonderful thing, but if the assignments that aren't done because the student couldn't be bothered and the ones where the student legitimately couldn't do it are treated the same, then a lazy student will not need to change and the other feels blamed for their illness or circumstance. [This is something I've thought a good deal about. I try to assume that people always have reasons for what they do, and it's not my place to judge. If you'd like a longer explanation, I've posted one, here.]

• I have no preference.
• I feel like students are not use to this concept enough to actually be completely honest about the direction they think the class should go. Usually a student will always consider the professors ideas before theirs yet I believe that because this is a full year course people may begin to gain more confidence in this. I think this survey does show good effort from the professor.
• I think we should be faster in making decisions about what we are going to read. [I do too. But people need to participate in the process actively.]
• A wonderful way to organize and insure the students are interested. [I'm not convinced it "insures" it, but I do think it promotes it.]

• It feels more useful, but also a bit clunky. I enjoy helping others learn, but for those unused to it, I could see it being a learning curve.
• Again, no preference.

• It comes down to the student organizing time to complete the tasks.This is not a great way of marking for those last minute students yet the good thing is that those students have the learning reflection to save them.
• Good idea though having weird due dates not class time shoulders and be avoided.
• I like this and I don't. Without something to denote the difference between a late assignment or one missed for legitimate reasons, it can seem like an attendance record. [As I've said elsewhere, I've never felt comfortable deciding whether reasons are "legitimate." I'd rather assume they all are.]
• as said before, not a fan, but there really isn;t another forseeable option.

• Again, awkward until a habit is formed. But an interesting idea.
• Maybe biweekly because sometimes there Just isn't anything to write about every week. [I think this is partly a matter of being aware of what you're learning. And if really it's nothing, write that -- it makes it a lot easier to get into the habit of reflecting.]
• Students should be encouraged to write notes in class and then post the journals immediately after while the discussion is fresh in their heads. [I think this would make some sense, but all I can do is say it. People have to do it.]
• I don't really see the merit in this, other than for several individuals to apologize for not doing it. It becomes helpful in attempting to remember what we have already done, but isn't that what moodle and the course website are for? For a lot of us, the learning journal served to lower our minimum grade significantly, rather than raise it. [If the journal is actually reflective, there's a lot of evidence that it can change the quality of the learning. But if you think of it as recording what you've done, it's less useful -- though even there there's some advantage when writing a final learning reflection to have a record.]

• This works well in theory, but the quantitative can be skewed by circumstance.
• This is a good idea as it includes both types of learners as I mentioned above.
• I'm fine with having my grade decided by a final learning reflection, provided that is the ONLY determining factor of my final mark, and things which made up the minimum grade have no part in it. [I don't think I understand this.]

• A lot of the fault lies with us students and I'm unsure what you can do for that.
• Maybe as a class we could talk about how each student organizes the tasks at hand and schedules them into their everyday life?
• I do not understand the question.

• See above.
• Again, I do not understand the question.

• Definitely and yes. It's one thing to learn about actresses, and another to learn they were the first.
• I think so. I mean you need to have a focus to base you finds on or we would get off track easily.
• Yes.
• To an extent but not necessarily a whole history lesson.

• I need to be more organized and better at scheduling time to do homework everyday rather than last minute.
• Personally? An injury that might have delayed a paper and one exam, but it instead set me back for six weeks of nearly daily assignments.
• There are a lot of tiny (easily missed) things which chip away at the grade, rather than a big final paper which will make or break your whole semester. Neither of these sound favorable, I am not entirely sure where I stand in respect to a class such as this one.
• Some times there was just too much work and getting work done for other classes was compromised.
• no term papers: Leaving things to the last mintue is usually what gets me in trouble towards the end of a semester. The short-term tasks were better for me instead of having to do term papers and exams because other courses probably would have these. Organizing time to do homework can help in the long run and it is a good habit to have.

• Stay on top of things.
• Have your ducks in a row and keep scheduled. And don't get sick.
• I would be honest, it is a very interesting course but there is a lot of work that needs to be done. [I've often wondered about the comparative work load -- I have no way, really, to tell whether it's heavier in this kind of course.]
• I would tell them that its a different course which may throw you off at first but after awhile you will establish a routine which makes it easier and enjoyable.