LEONARD MARK INTRODUCTION FOR FACULTY TO SEQUENCED WRITING ASSIGNMENTS The writing sequence I created during the Center for Writing Excellence/CELT Workshop on Improving Student Writing is intended for an introductory psychology course (PSY 111). I decided to use the sequence of assignments as a vehicle for helping students understand some challenging concepts that are involved in understanding the interplay between genes and environment in shaping human behavior and thought. Many students have difficulty understanding these concepts, at least in part because they bring several misunderstandings to the course about the activity of genes. Assignments 1 and 2 encourage students to focus on these challenging concepts. Each assignment was developed with an eye toward common misunderstandings with the intention of providing students with the opportunity to put into their own words their new understanding of the concepts (from readings and class discussions) and compare that understanding with what they have read and discussed in class. If either of the first two writing assignments is integrative, it is only on a relatively small scale compared to the third writing assignment. Assignment 3 asks students to think about how the entire set of ideas we have discussed are related to one another. Students not only have to integrate ideas about genes and environment, but also material that we have developed to illustrate the role of genes in determining various pathologies, behaviors and mental abilities. This is a “big” question that requires students to engage in critical thinking and reflection with an eye toward making a decision about what to believe about the deterministic nature of genes and environment. Discussions with workshop participants, however, encouraged further reflection on why students have difficulty with these concepts. In the past I asked students to master these concepts so that they could explain them in the language used in either the readings or by the instructor during lecture. The problem is that some terminology is new (and even counterintuitive). As a result, students’ understanding of the material has been somewhat shallow and hollow. The most successful students can use the jargon (or recognize it on multiple choice tests), but usually don’t find a personal meaning in that jargon. The less successful student becomes lost in the jargon and falls back into old (and incorrect) ways of thinking about these ideas. In either case their learning falls short of my expectations. As a result, I began to rethink the audience for the essays—for whom were the students writing? The three essays are intended to be written for different audiences—none of the essays are specifically directed to the instructor. They are intended for their parents, a funding agency, and a court of law. Students are encouraged to communicate what they understand and believe to their parents. They are asked to provide evidence supporting their position on how psychopathologies should be investigated and treated to someone who is considering different alternatives. Students have to make a persuasive argument to a jury of intelligent lay people. My goal in changing the voice of the essay is to discourage students from parroting jargon and thus encourage them to find their own understanding of the material. The experience of writing for an intelligent lay person is more likely to provide students with feedback about their understanding of the material and thus develop their metacognitive skills. Finally, I hope that the audience will inspire some passion in the students’ writing. Their goal is not simply to pick a position and provide reasons for that position; rather, it is to defend that view with conviction and enthusiasm. I hope that writing to a funding agency director about how taxpayer money should be spent or arguing in a court of law will promote deeper thinking and passion.
LEONARD MARK SEQUENCED WRITING ASSIGNMENTS FOR STUDENTS May 14, 2003 Assignment Sequence for Introduction to Psychology: Honors (PSY 111.H) Dr. Len Mark Each of these assignments will be given after students have had reading assignments, lecture and discussion on the relevant topics. I envision these three assignments as part of a 3-4 week unit dealing with genes and evolution. There should be a fourth writing assignment dealing with the relationship between genes and evolutionary theory.
Aims
The aims of Assignments 1 and 2 are to identify (a) what it means to say that there is a gene for a particular behavior or mental process; (b) the limitations of genetic explanation for behavior and mental processes. Assignment 3 is intended for students to examine genetic and environmental explanations of behavior and how each reflects the concept of determinism. Assignment 1: A primer on behavioral genetics for the public. (4-days) Almost every day we read reports about discoveries of new genes for different behaviors or diseases. Do these news reports accurately convey to the lay public what those discoveries mean? Write a 4-5 page essay directed toward an intelligent layperson that explains what is important for them to understand about genes in order to appreciate the implications of these discoveries for understanding the cause of these different behaviors or diseases and intervention strategies? In preparing your essay, you might consult examples of news articles in order to identify some of the misconceptions about genes that are portrayed by the news media. Specific examples may be useful to illustrate your points. The content of your essay will be evaluated on your ability to explain why the points you have chosen to emphasize are important. The organization is crucial for leading the reader through a complicated field so that they can appreciate the significance of the discoveries without getting lost in technical details. Clarity is especially important because you are communicating with someone who does not understand the scientific jargon associated with genetics. Assignment 2: The meaning of heritability. (2-days) This past month a new study estimated the heritability of schizophrenia to be .82 in the United States. The National Institute of Health (NIH) has recently been debating whether to fund research aimed at somatogenic or psychogenic causes of a particular form of schizophrenia. Write a three-page (maximum), double-spaced memo to the director of the NIH arguing for research funding aimed at either a somatogenic or psychogenic approach to treating this form of schizophrenia. The content of your memo will be evaluated on the basis of how well you are able to support your thesis (i.e., to fund research aimed at somatogenic or psychogenic causes). It is important for you to think about: (a) your understanding of what a heritability index of .82 means, (b) the implications of that heritability index that you identify for treating this form of schizophrenia, and (c) your understanding of how genes affect behavior. You should also try to anticipate objections that someone adopting the opposite perspective might raise. The writing should be polished with proper grammar and spelling.
Assignment 3: Determinism (2 weeks) Read Clarence Darrow’s closing argument in the Leopold and Loeb trial. In trying to save the lives of his clients, Darrow argued that a person’s behavior is either the consequence of their genes or the environment in which they were raised; because a person is not responsible either for their genes or the environment in which they are raised, a person cannot be held responsible for his or her actions. If you agree with Darrow’s argument against capital punishment, explain why, especially in light of what scientists have learned about the role of genes and environment in determining a person’s behavior. Write a 2-3 page closing argument for the defense. If you disagree with Darrow’s argument against capital punishment, write a 2-3 page closing rebuttal of Darrow’s argument for the prosecution. The content of your answer will be evaluated on both your understanding of issues of genetic and environmental determinism, and your ability to consider the limitations of these perspectives.
Grading Criteria for Each EssayThis sheet will be given to students as part of the assignments and will be used to provide feedback. 1. Content: The paper has a clear and meaningful thesis (purpose). Evidence is marshaled effectively in support of the thesis. This goal is realized when: _______ There is a clear thesis or purpose. _______ Evidence is cited in support of the thesis. _______ The paper integrates ideas from class and readings in a compelling way. _______ The paper demonstrates a good understanding of relevant concepts. 2. Organization: The paper has an organization that leads the reader through the explanation of the thesis and the evidence examined in support of the thesis. This goal is realized when: _______ The organization conveys the writer’s overall understanding of the topic and argument. _______ Paragraphs follow an orderly progression. _______ Sentences within each paragraph follow an orderly progression. 3. Clarity: I hear a lively, intelligent, interesting human voice speaking to me 9or another audience) as I read the paper. This goal is realized when: _______ The paper paraphrases the ideas of others and provides appropriate citations. _______ The meaning being expressed by each sentence is clear. _______ The paper uses complete grammatical sentences. _______ Words are used correctly. _______ The paper contains proper punctuation. _______ The paper does not contain spelling errors.
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