Many faculty shy away from short writing assignments, considering them to be the poorer cousin of the term paper or research paper. There is a commonly held assumption that shorter assignments can never match the rigor or substance of longer papers and that faculty are letting students down if they don’t assign a full-length paper (whatever that is according to the conventions of each discipline). Yet, what are faculty to do in a context of increasing class sizes and decreasing TA support? How can we still assess important outcomes such as analysis, synthesis and critical thinking? Moreover, how can we infuse these elements into courses that have tradtionally relied on quizzes and exams for assessment? Many faculty at McGill have already discovered one answer to this dilemma: the short writing assignment. These assignments can take many forms – from a 500-word response to a question posed by Prof. Andre Costopoulos in a 200-level evolutionary theory class to a policy brief assigned by Prof. Madhav Badami in a class in Urban Planning. On Oct. 30th the workshop “Beyond the research paper – new ways to get students writing” is being offered by TLS where we will share many more of these of examples and discuss how to design short writing assignments that engage students, provide meaningful tasks, and assess higher order thinking skills. To find out more and register, click here.