Some thoughts on homework for ECC140 from Rebecca McGoldrick:
The two major purposes for the homeworks are: 1) to get the students applying the "ways of reading" ideas to the reading, and 2) to make sure students are reading and that discussion therefore is possible. To those ends, I tell students that the homeworks are in large part for them, and that I won't be scrutinizing them for "right" ideas or for organization, mechanics, etc. I manage the paper load by using a completion mark grading system, and by making sure students realize that I won't always make comments on the papers. And indeed I don't--when, as I'm skimming through, I have a thought that I am compelled to note down, I note it. Normally I spend an hour or two after class going over the homework, and using strengths/weaknesses I notice in it to help plan for the next class. Students understand that the homework enables them to participate more easily in discussions, and that, if they want to discuss it further, they can do so during office hours. A few students complained on evaluations that there was too much work, but others verified that the homework was beneficial and, actually, enjoyable.
