The problem is that we are fixing the problem after the fact...faculty spend years assigning and grading writing, having been given very little instruction, if any, in this. Where do they look for models--they look to what they experienced. Was what they experienced pedagogically effective? Maybe.
So, we are trying to change someone's practice...not give them a practice. Much easier to give them this stuff when they are just starting out. Much less to let go of.
What is the process of change? Letting go...? We spend a good deal of time and energy trying to let people to let go of things...then we can give them something new or to replace that thing.
Research on how long people can listen to a lecture?
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