Writing in Sociology Classes: Informal Assignments

Abstract

As colleges and universities institute writingacross-the-curriculum programs, many sociology instructors find themselves faced with the task of developing writing-intensive or writingemphasis courses and incorporating writing as a tool of learning in their regular classes. Writing is an exceptionally useful way to increase students' learning in all disciplines, but it can be an extremely time-consuming endeavor for teachers (Emig 1977; Griffin 1982; Maimon, Belcher, Hearn, Nodine, and O'Connor 1981; Walvoord 1982). Consequently we need to develop a variety of writing assignments that stimulate critical thinking but also allow us time for professional work beyond the classroom. To meet these two very different goals, I describe three informal writing exercises which stimulate learning but do not overtax the instructor's time. I discovered them because of my involvement in the writing movement. Originally I became active in the writingacross-the-curriculum movement because I