Requiring multiple drafts ensures that students write over time, not at the last minute, which results in better papers.
When faculty members sit down and discuss problems in teaching, one of the biggest headaches seems to be how to stimulate discussion in classes and seminars.
How do we transform leaden argument into golden insight?
What comes to mind when you hear the phrase "responding to writing"?
How can an instructor respond to student writing in a way that gets students excited about revision, or about the possibilities for their next paper, instead of provoking in them the gloomy thought that they can’t write, never could write, and never will be able to write?
If an assignment is well crafted, it will not only discourage plagiarism, it will make it nearly impossible