Describes an assessment strategy used by pharmacy faculty to grade student writing in a large-class, lecture-based course, outlining the steps the instructors took to recast an existing writing assignment so that it is carefully constructed and articulated, can be assessed quickly and consistently by multiple assessors (self, peer, instructor),…

Use of writing exercises as an active learning tool at the later stages of the learning process is discussed, focusing on written self-evaluation as a means for making sense of experience. Examples of the technique in pharmacy management and first-year composition courses are offered. Ways to incorporate the technique into the syllabus are…

Argues that developing writing activities, consulting with students as they work on a major writing project, and responding are important vehicles for teaching that fosters engaged learning. Central principles are to make assignments inquiry- or issue-based, to keep them focused but open enough for students to develop their own angle or interest,…