1. After reading Chapter 7, identify a problem you face as a student in one of your college courses (this course or a different one). Next, choose one of the following solutions (or think of another solution): The instructor should drop one of the assigned books, offer special study sessions, or post study sheets on the readings. Lastly, write out answers to the following questions to determine how you could demonstrate to the instructor that your solution is feasible:
- Is it doable? List specific steps that the instructor would need to take.
- Is it worth doing? Identify what implementing the solution would cost the instructor (in terms of time, for example) compared to how much it would benefit the students (in terms of learning, for example).
- Would it work? To prove it would actually help to solve the problem, you could show that it eliminates a cause of the problem or that it has worked elsewhere, for example.
2. Typically, a proposal tries to convince the audience that the solution is doable, worth the time and money, and would actually help solve the problem. Are all three elements of feasibility necessary? If not, which is most important? Why? Think about how the rhetorical situation of your proposal—the purpose, audience, and medium—affects how you need to argue for your solution’s feasibility. For example, how would you change your argument about negative effects of relying on high-stakes exams if you were trying to convince a group of professors at a conference about undergraduate teaching versus an administrator who controls the budget or schedule? Would feasibility be equally important to both groups?
Your discussion will be graded according to the following rubric:
|Accuracy||Discussion post addresses each part accurately.||4.5|
|Communication||Discussion post is concise, well-written, grammatically correct, and clearly communicated.||4.5|
|Focus||Discussion post presents a cohesive idea and sound reason.||3.5|
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