Teaching and Learning to Write in a First-Year Large Lecture 'W' Course

TILT Program: TILT SoTL Project

Principal investigator: Jennesia Pedri, limited-term lecturer, School of Communication, Faculty of Communication, Art and Technology, 

Project team: Sheena Tan and Vanja Zdjelar, TILT research assistants

Timeframe: January 2023 to June 2024

TILT Support: Up to 160 TILT research assistant hours and up to $200 in student participation incentives.

Course addressed: CMNS120W -- Creativity and Communication Across Media

Final Report: View Jennesia Pedri's final report (PDF), and Appendix (PDF)

Description: 

This project investigated effective teaching and learning strategies for writing instruction in large lecture courses, addressing the unique challenges of delivering writing-intensive education to 195 first-year students. Recognizing that large lecture formats often limit opportunities for individualized writing instruction and feedback, the project explored innovative pedagogical approaches that could maintain quality writing education while accommodating substantial enrollment numbers.

The study implemented and evaluated multiple teaching strategies designed to enhance student engagement and writing development in the large lecture context. Key innovations included low-stakes, in-class writing exercises that scaffolded major assignments, structured learning reflections that developed students' self-assessment abilities, and strategic use of discussion boards and announcements to maintain communication and support. The project also examined the role of teaching assistants through observation journals, documenting their experiences and perspectives on supporting writing instruction in large course formats. 

The project's findings led to significant course redesign, including incorporation of group-based in-class writing exercises that addressed both feedback and collaboration needs. Students now complete some writing exercises in groups of three or pairs, with optional discussion board submissions receiving instructor feedback. This innovation created opportunities for peer learning, community building among first-year students, and more manageable feedback delivery. The approach has influenced other instructors' adoption of similar low-stakes writing exercises to increase student engagement and attendance in non-writing courses.

Questions addressed:

• What teaching and learning strategies are most effective for writing instruction in large lecture courses?
• How can low-stakes writing exercises scaffold student learning and assignment preparation in large course contexts?
• What role do teaching assistants play in supporting writing instruction, and how can their contributions be optimized?
• How can instructors provide meaningful feedback and foster collaboration in large writing-intensive courses?

Knowledge sharing: Findings were presented at the Society for Teaching and Learning in Higher Education Annual Conference (June 2024) and shared with School of Communication colleagues through meetings and informal discussions. One colleague has adopted similar in-class writing exercises for student engagement. Future plans include journal article publication, interactive data visualization for web dissemination, and presentations at School of Communication Intellectual Currents sessions.

Keywords: writing instruction, large lecture courses, first-year students, low-stakes writing, peer collaboration, teaching assistants, writing across the curriculum, student engagement, feedback strategies, communication education, w-courses