Yes! Contact them and sign this petition here —it’s not just about EDI data! So much personally identifying information for applicants and reviewers will not be protected!
docs.google.com/forms/d/e/1F...

They will then hand it in on the day they submit their paper in electronic version. It is an experiment, and hopefully more gratifying than relying on my policing of their footnotes and adding penalties for inaccurate references.

We have just started. There are 23 students registered in the course. I have only marked one so far. Given that they will do each session in the same notebook, I hope to refer back to previous comments. The idea is that they will then have the notebook as they write their paper.

They do not get marks off for spelling or grammar errors, or for not remembering details exactly. I want the focus to be on taking chances and improving the structure of their argument.

Hopefully it will make them more confident for the final paper and underline the importance of the process of learning to write well.

Each session counts for 2% of grade and they get 1% just for handing it in. The idea is to help them structure their thought and to get used to writing on low-stakes assignments. I give feedback to each student (24).

They don’t have access to their printed course pack. I ask them to first brainstorm key words, underline three that they will use in the answer, create a very short outline and then write an answer of at least two paragraphs

I have also introduced an evaluation involving in-class writing to replace half of the sessions previously devoted to in-class discussion. In each of these sessions, I ask a question on assigned reading that they have to answer in a notebook they hand in