Weekly Summaries by Students

In Hazel Pearson's sophomore tutorial for Linguistics, each student writes a summary of the material covered in a single week of the course. The instructor reviews the summary for edits/clarifications and then posts it to the course website. 

Here are the instructions from the course syllabus:

Since we assume no prior familiarity with this literature, the relevant concepts will be
introduced slowly, step by step, beginning with the very basics in Week 1. We shall
focus on a small number of readings (just one each week, with the exception of Week
1), working together to understand the theory and its broader implications for our
construal of the semantics/pragmatics interface. The most important course
requirement is therefore that you do the assigned reading for each class, and come
prepared to discuss it. I shall devote some time in the second half of each class to
introducing the material in the next week’s reading: introducing any necessary
terminology, pointing out the most important passages (and letting you know what
you can skip), and giving you a flavor of what are the most important points to look
out for as you tackle the next week’s reading. But this will be no substitute for doing
the reading and to get the most out of each class you should come prepared with some
thoughts and questions about what you have read. I won’t expect you to understand
everything you read, and you should feel free to approach me with questions, either
by email, during office hours or in class.

The plan is therefore to take a collaborative approach to help each other to get to grips
with what we are reading, and Assignment 1 is designed with this in mind. Each
student will be assigned one or more classes during which they will be note takers,
noting down what was discussed and then writing up a short summary (around 2
pages per class) to be posted on the course website. The summaries should be emailed
to me by the following Sunday after the class for which you are taking notes

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Hazel suggests making it clear what the purpose of this task is. She found it effective, but one or two students commented in evaluations that they felt that they had not learned much from writing the summaries.