摘要：When first confronted with the concept of using drafts in history courses, I believed that it would result in much more work for me and only limited results for students. After attending the first Writing Across the Curriculum workshop, I was willing to take a chance and try it in the critique assignment required in HI 231: American Economic Development. What convinced me to experiment and continue after the first effort in the classroom? In the workshop conducted by Toby Fulwiler, concepts discussed and experiences shared persuaded me that the potential extra effort would be more than offset by the final results. First, instructors did not necessarily have to read entire drafts, but only the first page or, depending on length, pages. Second was the likelihood that students would be willing to work on improving their writing. Third was that second or subsequent drafts by students would prove far more literate than the first.
