I created 8 types of projects. Students could select a topic or issue of interest to them, apply course material to the issues or problems, and write to an audience other than the teacher. For example, students could select a controversial topic in education (e.g., the use of ability grouping and tracking), and write a position paper. In conjunction with the paper, they also wrote a letter trying to persuade a decision-maker (e.g., school superintendent, principal, etc.) to adopt their position. Another type of project involved developing a "parents' guide" that recommended ways that parents could enhance their children's learning and thinking.  See "Authentic Writing Project" in the appendix for descriptions of the project types. In addition, all students participated in a peer review in which they critiqued one anothers' completed drafts before the final paper was due. Each student brought two copies of their papers to class, and exchanged with students who had the same type of project. Thus, each student completed and received two reviews by the end of the class period. See "Peer Review Guidelines" in the appendix.

How it turned out. I thoroughly enjoyed reading these projects. As a group, the quality of writing is quite good. The projects are well reasoned and coherent. Only 5 out of 38 papers were mediocre (i.e., contained one or more serious problems in reasoning, coherence, scope, etc.). Students selected the full range of options. I am especially impressed by the serious interest expressed in the projects. For instance, students who

wrote parents' guides

created actual pamphlets or brochures

position papers sent letters to the President, senators, and the local superintendent of schools

 conducted interviews visited with teachers from their past who had a significant influence on them

were involved in tutoring during the semester

wrote detailed case studies of their progress and problems with their students.

Students found the peer review process very valuable as well as difficult. They appreciated the opportunity to read others' papers and to get constructive feedback from peers. By and large they claimed that they feel inadequate to evaluate their classmates papers. However, the evaluations of the reviews (i.e., each students evaluates the two reviews he/she receives) are positive. The average rating for all of the reviews was 4.1 on a scale of 1(not helpful) to 5 (very helpful).    

What I learned and what I would do differently and why. This authentic writing project marks somewhat of a shift for me. This is the first time I have used this set of project types. In recent years I have drifted away from assigning major papers. I have been dissatisfied with the quality of big "term papers," and have felt that I cannot provide sufficient guidance and feedback to enhance their quality. This particular assignment forces me to consider some reasons why my previous assignments were unsuccessful. One possibility is that I over determined the papers by specifying topics and format. My intentions have always been good. I want students to explore and analyze certain issues and topics in depth--and analyze them in the ways that I would. Essentially, I have given students little latitude in terms of investing themselves in the project. Instead, I simply gave them elaborate school tasks to perform. I am trying to revise my views on these types of learning experiences. I am working against a very strong urge to control students' work. I would like to create opportunities for students to pursue topics and issues that really matter to them, and to create contexts for this learning that are connected to the kinds of work that people really do.