Published online by Cambridge University Press: 13 February 2006
Writing assignments are common in most political science courses. If nothing else, they serve the purpose of allowing instructors to exercise their evaluative power in assigning grades. All too often, however, they fail to transcend this purpose. As a result, both students and instructors often view each student paper as a private communication between the two parties—a work with no future and an audience of one (Zeiser 1999; Fulwiler 1982).