摘要：When first confronted with the concept of using drafts inhistory courses, I believed that it would result in much more workfor me and only limited results for students. After attending thefirst Writing Across the Curriculum workshop, I was willing totake a chance and try it in the critique assignment required in HI231: American Economic Development.What convinced me to experiment and continue after the firsteffort in the classroom. In the workshop conducted by TobyFulwiler, concepts discussed and experiences shared persuaded methat the potential extra effort would be more than offset by the finalresults. First, instructors did not necessarily have to read entiredrafts, but only the first page or, depending on length, pages.Second was the likelihood that students would be willing to workon improving their writing. Third was that second or subsequentdrafts by students would prove far more literate than the first
