Summary:
This chapter was fairly short, but it certainly got its point across. In essence, Davies is telling us that we should always have an aim and set goals -- "what do I want the students to learn". She notes that laying out expectations for assignments is necessary for students success, and clarity is of the utmost importance.
Response:
In my ELNG 350/3501 class, I just had to do a presentation that suggests not giving students length constrictions (I.E. 500 words, 2 pages) if we want them to become good writers. If we lay out those perimeters, they'll aim for completing the assignment rather than writing until they've said what they wanted to say. I can certainly see benefits for both sides. I do, however, think that it changes with age. I wouldn't ask a grade 6 classroom to write until they're satisfied they've covered everything, but, depending on the students, it could work really well in a grade 11 or 12 classroom.
That being said, I agree with what Davies is saying. I've been in classes where assignments were convoluted and awful to work with -- it is outrageously frustrating.
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