Bijni College Seminar Assignment

Courses of Studies:
(Medium of Instruction: Assamese & English)

»Two-Year Higher Secondary Course in Arts.
»Three-Year Degree Course in Arts (Major & General)
»Three-Year Degree Course in Commerce (Major & General)
»PG Degree, PG Diploma & Certificate Courses under IDOL, GU.

Subjects offered in the Higher Secondary Course:

(a)Compulsory Subjects:
»M.I.L. (Assamese / Bodo / Alternative English)
»Environmental Studies (Only for H.S. 1st Year Class)
(b) Elective Subjects
»Advance Assamese
»Advance Bodo
»Logic and Philosophy
»Political Science

It is compulsory for a student to study minimum three subjects from the above mentioned list of subjects. However, a student may take up one more subject from the same list as an additional elective subject.

As per subject combination rules, a student is allowed to select only one elective subject from the following:

»Advance Assamese
»Advance Bodo

Subjects offered in Three-Year Degree Course (Arts) :

(a)Compulsory Subjects:
»M.I.L. - Assamese/Bodo/Alternative English
»Environmental Studies (3rd and 4th Semester)
(b) Elective Subjects:
»History / Statistics
»Political Science / Mathematics
»Elective Assamese / Elective Bodo
»Sanskrit / Arabic
»Computer Application

A student is required to study any two of the elective subjects from the given list. However, a student may take up a vocational subject in lieu of any one of the elective subjects.

Subjects offered in the Three-Year Degree Course of Arts (Major) :

»Political Science

A student of the Major course is required to study one of the elective subjects from the list given below.

»History / Statistics
»Political Science / Mathematics
»Elective Assamese / Elective Bodo
»Sanskrit / Arabic

Subjects offered in the Three-Year Degree Course (Commerce)
Com. 1st Sem. (General Course)
SemesterGeneral PapersCore Papers
Semester - I1.01 Business Mathematics/
Fundamentals of Insurance
1.02 Financial Accountancy - I
1.03 Business Organization and entrepreneurship Development
1.04 Indian Financial System
Semester - II2.01 Communicative and Functional English – I or
Functional MIL (Assamese/ Bengali Hindi Bodo etc.) - I

Com. 1st Sem. (Major course)
»Cost Accounting ( Accy.)
»Human Resource Management (Mgt.)
»Rural and Micro Finance (Fin.)

B. Com. 1st Sem. (General Course) Any one paper for B. Com. 2nd Sem. (General)

»Communicative & Functional Eng/MIL/Bodo
»Financial Accounting-II
»Principles of Mgt.
»Business Statistics

B. Com. 2nd Sem. (Major course)
»Management Accounting (Accy)
»Human Resource Planning & Development (Mgt.)
»Micro Credit Institutions (Fin)

Any one paper for 3rd Sem.

»Environmental Studies
»Communicative & Functional English/MIL-II/Bodo (Corporate Law.)
»Corporate Accounting
»Direct Tax

(Major course)
»Advance Corporate Accounting (Accy)
»Industrial Relations & Labour Laws (Mgt)
»Financial Institution & Markets (Fin)

Vocational Course:

With a view to inculcating the spirit of entrepreneurship among the students, the college has taken steps for introduction of various vocational subjects. Functional English, a vocational subject, has already been introduced under the UGC Scheme. A student of Three-Year Degree Course (General) may take up this vocational subject in lieu of any conventional elective subject. The Department of Functional English provides excellent library and laboratory facilities for the students.

Career Oriented Programmes:

(A)The college conducts the following UGC sponsored career oriented programmes at the Three-Year Degree level.
 (i)Creative Writing
(ii)Early Child Care and Education
(iii)Entrepreneurship in Small-scale Industries
(B) The college also offers Computer Application as an elective subject in the Three-Year Degree Course (Arts)

Self-financing Course:

The college offers PGDCA course.

Besides, it conducts Certificate Course in Basic Computer Application with a view to providing the youth of the locality with the scope of learning basic computer application. The students of the college can join the course by paying nominal fees.

Remedial Coaching:

The college conducts UGC sponsored Remedial Coaching at the TDC level for the students of the Minority Communities and closely monitors their progress.

Holiday List for the period from 1st January, 2016 to 30th June, 2016 for the Calender year 2016
(As approved by the Hon’ble Rector on 24-12-2015)

(A) Holiday Offices & Classes of the University and its affiliated & permitted colleges will remain closed on the following days w.e.f. 1st January 2016 to 30th June 2016.

Sl. NosOccasionMonthDate(s)

Day(s) of the week

No of days

1Magh BihuJanuary14, 15 & 16Thursday, Friday & Saturday03
2Republic Day / GU Foundation DayJanuary26Tuesday01
3Swaraswati PujaFebruary13Saturday01
5Dol JatraMarch23 & 24Wednesday & Thursday02
6Good FridayMarch25Friday01
7Bohag BihuApril13, 14 & 15Wednesday, Thursday & Friday03
8May DayMay1Sunday01
9Buddha PurnimaMay21Saturday01
10Id-Ul-FiterJuly6 & 7Wednesday & Thursday02
11Independence DayAugust15Monday01
12Tithi of Sri Sri MadhabdevAugust22Monday01
14Tithi of Sri Sri SankardevSeptember3Saturday01
16Birth day of Mahatma GandhiOctober2Sunday01
17Durga Puja, Lakhsmi Puja & MuharramOctober7-15Friday to Saturday09
18Kati BihuOctober17Monday01
19Kali Puja & DewaliOctober29 & 30Saturday & Sunday02
20Guru Nanak’s BirthdayNovember14Monday01
21Asom Divas (Sukapha Divas)December2Friday01
22Christmas DayDecember25Sunday01

(B) Restricted Holidays : Each employee will also be entitled to avail himself/herself of any 3 (three) holidays in the year to be chosen by him/ her out of the following list of restricted holidays. The employee(s) intending to avail this holiday should submit application to the concerned Head for approval of the competent authority in advance. Such leave will normally be granted by the leave sanctioning authority except when the presence of the emplyee(s) is considered necessary due to exigencies of work in the University.

Sl. NosOccasionMonthDate(s)

Day(s) of the week

No of days

1New Year’s DayJanuary1Friday01
2Silpi DivasJanuary17Sunday01
3Fateha-E-Dowaj DahamJanuary22Friday01
4Netaji’s BirthdayJanuary23Saturday01
5Gwther Bathaw SanJanuary26Tuesday01
7Ali Aye LingangFebruary17Wednesday01
8Bir Chilarai DivasFebruary22Monday01
9Bathow Puja/ Khring Khring Bathow PujaMarch2Monday01
10Mahaveer Jayanti/ Sati Sadhini DivasApril2Thursday01
11Tithi of Sri Sri Damodar DevMay7Saturday01
12Tithi of Sri Gopal DevMay12Thursday01
13Janmotsav of Sri Sri Madhab DevMay22Sunday01
15Tithi of Hari DevJune4Saturday01
16Ambubasi NibritiJuneTo be notified based on new Assamese Calander01
17Biswakarma PujaSeptember17Saturday01
18Chhat PujaNovember6Sunday01
19Lachit DivasNovember24Thursday01
20Martyr’s DayDecember10Saturday01

Note : 1. If any Holidays for occasions do not fail on the day notified, necessary notification, changing the date will be issued in due course.
           2. Additional holidays further to the above will be applicable as when declared by the university Administration.
           3. Summer/Winter break will be as specified in the Academic Calender.
           4. Any other days as may be declared by the State Govt./Dist. Admin. Under Section 25 of the Negotiable Instruments Act, 1888 (XXIV of 1881) as                holidays will be observed.
           5. Silpi Divas to be celebrated on 17th Jan, 2016 from 2 pm
           6. The exact date of Ambubasi Nibriti will depend on the next Assamese new calender which is not available now.

HS / BA / BCOM (JULY’ 2016 TO JUNE’ 2017)



ParticularsAdministrative Working Days
(Office hours
from 10:00 AM to 4:30 PM)
Class Days Class hours
from 9:00 AM to 4 PM
July / 1630, 10, 17, 24, 311 – 31
6, 7
Summer Vacation
(Subject to G.U. notification)
1, 2, 4, 5, 7–9 11–16, 18–23,
Total 4 Nil - 26 26
August / 167, 14, 21, 2815    
Independence Day
Tithi of Sri Sri Madhab Dev  
1–6, 8–13 16 – 20, 17 – 23,
24, 26, 27, 29–31
1, 3 – 8, 10 – 14, 17 – 22,
24 – 29, 31
Total 4 2 - 25 Nil
Sept / 164, 11, 18, 25 3    
Tithi of Srimanta Sankardeva  
Id –Uz – Zuha
1, 3, 4, 7 – 12, 14, 16 – 19,
21 – 24, 26, 28 - 30
1, 3, 4, 7 – 12, 14, 16 – 19,
21 – 24, 26, 28 - 30
Total 5 1 - 25 25
Oct / 162, 9, 16, 23, 302
7 – 15
29, 30
Gandhi Jayanti  
Durga Puja, Vijaya Dashami & Lakshmi Puja
Maharam, Kati Bihu  
Kali Puja and Dewali
1, 3, 5 – 10, 12 – 17, 19,
27 - 31
1, 3, 5 – 10, 12 – 17, 19,
27 - 31
Nov / 166, 13, 20, 2714Guru Nanak’s Birth Day1 – 5, 7 – 12 15 – 19,
21 – 26, 28 – 30
Total48 1919
Dec / 164, 11, 18, 252
Assam Divas, Sukapha Divas
Christmas Day
1, 3, 5 – 10, 12 – 17,
19 – 24, 26 – 30
1 – 5, 7 – 12, 14 – 19,
21 – 24, 26 28 -31
Total5 3 2222
Jan / 171, 8, 15, 22, 2914, 15
Winter Vacation, Magh Bihu  
Silpi Divas  
Republic Day
1– 713, 14, 18 – 23, 25,
27 – 30
Total41 2626
Feb / 165, 12, 19, 261
Saraswati Puja
1 – 6, 8 –12, 15 – 20,
22 – 27, 29
1 – 6, 8 –12, 15 – 20,
22 – 27, 29
Total53 2311
Mar / 175, 12, 19, 2613, 14Dol-Yatra1 – 5, 8 –12, 14 – 19, 21,
22, 24, 26, 28 – 31
1 – 5, 8 –12, 14 – 19,
21, 22, 24, 26, 28 – 31
Total41 2424
April / 172, 9, 16, 23, 3014 – 15Bohag Bihu Good Friday1, 2, 4 – 9, 11, 12, 16,
18 – 23, 25 – 30
1, 2, 4 – 9, 11, 12, 16,
18 – 23, 25 – 30
Total43 2424
May / 177, 14, 21, 281May Day2 – 7, 9 – 14, 16 – 20,
23 – 28, 30, 31
2 – 7, 9 – 14, 16 – 20,
23 – 28, 30, 31
Total43 2323
Total52 2424

Half holidays :-  At 1 P.M.

18 October
24 October
Kati Bihu

N.B. The dates of holiday may change as per holiday list of G.U.

Note: (i) H. S. 1 st Year Annual and H.S. final Examination will be held as per AHSEC notification.

(ii) Semester Examinations will be held as per G.U. notification.

(iii) Sessional Examinations along with seminar, Group discussions in the College should be designed in such away that the other normal classes are running smothly.

(Approved in the meeting of the Academic Council)
Regulation of TOC for Semester System
& with Choice based Credit and Grading System.

1. A TOC shall be of Six Semesters covering three Calendar Year. The schedule for Semester system shall be as shown below:
(a) First, Third and Ffth Semester: August 1-Dec-31 (including examinations)
(b) Second, Fourth and Sixth Semester : January 1—June -30 (including examinations)
(c) Semester Break: July 1- July 31.
The Academic Calendar and schedule for Semester System is given in Annexure-I.
Course Structure under Semester System given in Annexure-II.
2. Student’s performance should be monitored through out the Semester by continuous assessment in the theory and practical courses. Evaluation of the Students performance in each of the theory and practical paper will be based on the following :
Internal Evaluation : 20% Marks
External Evaluation : 80% Marks
3. Internal Evaluation should be based on two sessional examinations, home assignments, Seminars, and library work in each Semester. The schedule for internal evaluation is given in Annexure-I. The procedure for internal evaluation is given in Annexure-III.
4. External Evaluation should be through a final examination at the end on the Semester. The procedure for external evaluation is given in Annexure-IV.
5. The pass marks in each theory paper is 30 % and that in each practical paper is 40%.
6. In each paper, students must secure pass marks in both the internal as well as the external evaluation

What is Write-Learn Pedagogy?

Write-to-Learn pedagogy builds on the fact that writing promotes active learning. Writing-to-Learn assignments invite students to explore ideas raised in class discussion or reading, rephrase course content in their own words, make tentative connections, hypothesize, inventory what they know at this point in the class, and try out interpretations. WTL assignments also invite students to develop questions and take risks in content and style.WTL assignments can be a few sentences or paragraphs long, as they are in College Seminars. In other contexts, such as writing intensive courses, they may be papers. What marks them as WTL assignments is their purpose and the way they are integrated into the content of the class and help accomplish the learning goals of the class.

When Should I Assign WTL in Class and How Do I Engage Students?

Below are some sample Writing-to-Learn assignments, most collected from Drew classes (with a few additions) and some notes about how to build them into a class. Try assigning one of these at the beginning of class, during class, at the end of class, or as part of a homework assignment. Remember that we learn best through repetition, so these will be most effective if you assign one kind of WTL strategy on several different occasions; however, it is important to incorporate them into the class so the work does not seem like “busy work” and so that the objectives of the assignments meet the learning goals of the course.

Write-to-Learn Activity

Building on the Assignment


1.Write all the questions you have about the topic or reading and then organize the questions in whatever way makes sense to you (e.g.: the content of the reading, the context, the author, connections between it and other texts, responses other students had to the reading or topic in class), finally, prioritize the questions and decide which must be addressed first and which answers might lead to other answers. [NOTE: the first time you do this the students will struggle to classify their questions; over time it will become easier and will help them to reflect on the process of developing and responding to questions.]Ask each student to share one question from their list and write them on the board organizing them into your own categories (or use the computer to collect and save them, projecting the list to the class as you create it and work through it.) This list can structure the entire class or simply provide an opportunity for review depending on the number of substantial questions. Once the questions are listed, ask students to explore answers.This could also be a moment to invite further research in the classroom or as homework.  This assignment can be used in conjunction or alternation with C.2, C.3, and/or D.1.
2.Write a brief explanation of the main ideas of the reading for a student who missed class or couldn’t do the reading because of illness (write as you’d talk, and try not to be long-winded).Students can share these explanations with the person next to them and discuss what they included and why. If you hear them struggling to grasp the main idea, you can focus the class on a close reading of the text or talk them through the main idea and then ask them to find places where the reading supports it.
3.List three ways that the reading connects with, challenges, or builds upon other readings for the class and note which you find the most interesting or surprising connection.Invite students to share these ideas with the class as a way to begin discussion. (A variation of A.4 below; A.3 and A.4 can be combined if students are struggling).
4.Work in groups of three or four to list three ways that the reading connects with, challenges, or builds upon other readings for the class.Invite each team to create a diagram of the connections and then select a team member draw it on the board. Ask the students to comment on the various diagrams and use this to begin discussion.


1.Explain how X is different from (or similar to) Y.This is a good way to help students transition between ideas and to make connections between material being discussed in the class. Ask them to share their observations as you continue the discussion and if their comparisons are weak, work through the similarities and differences with them.
2.Draw some visual picture or representation (a graph or diagram or flow chart or ?) of this concept or notion or process and explain how the pictorial representation should be “read.”This provides a moment for the students to gather their thoughts and the act of reinterpreting can help them learn—or realize what they still need to understand. They can exchange their texts or simply add them to more formal notes for the class.
3.Predict what the reading assigned for tonight’s homework might say based on its title and on your previous experience.A good way to prepare for homework or a new topic or focus. They can simply write their predictions and explanation and then return to this after the reading to see whether they were right.
4.Predict the results of a process or procedure. Explain what goes into your educated guess and what could throw it off.This could be something described in a reading or lesson, or something they will be doing in the class or as homework. It could also simply be a thought experiment (“what if we did X?”).
5.Based on our discussion so far, what questions might be answered by a simple google/wikipedia search? How would you test the accuracy of the answer you find?If they have their laptops in class, invite them to do that research and present it to their peers with a ranking (1-5) of how trustworthy they think it might be.  Or have them select a question or two for you to look up on the classroom computer.


1.Based on our class discussion today, write one thing (concept, idea, or interpretation) that you are sure about right now and explain what makes you sure of this one thing.Invite students to revisit and respond to this at the end of the unit or reading—are they still so sure about it? If not, how have their ideas changed? What made them change? If so, what confirmed their certainty?
2.Write one question that you still have about the topic/material discussed in class today and describe one strategy/process/procedure you could follow to try to answer this question.Students could report on this at the beginning of the next class, or they could post it to Moodle and you could ask them to select one strategy they found useful and explain what they like about it. You could have them try the strategy or save it to use on another occasion. If the latter, it is better to repeat this several times and remind students of these strategies as they read!
3.Write all the questions you still have about this topic/material and then organize the questions in whatever way makes sense to you (e.g.: the content of the reading, the context, the author, connections between it and other texts, responses students had to the reading or the topic in class), finally, prioritize the questions and decide which must be addressed first and which answers might lead to other answers.Begin the next class with this list. Ask each student to recommend one question and list them on the board, organizing them into your own categories. This list can structure the entire class or simply provide an opportunity for review depending on the number of substantial questions. Once the questions are listed, ask students to explore answers. If you have previously assigned C.2 (above), ask them to think about the strategies they could use to answer questions. This could also be a moment to invite further research in the classroom or as homework.


1.As part of preparation for class, write at least one question you would like to have someone address as part of your discussion of this reading / film / image / music /  play / poem / etc. Post these questions to Moodle at least 24 hours before class.Everyone in the class select one or two questions for class discussion, writing a sentence or two in response to the selected question, explaining why it is a good question for class.This works especially well if you have already worked on askingquestions (see A.1, B.5, C2).
2.Read the questions posted on Moodle [see 1] and trying to take the position of the writer, write a one-paragraph response to one of the questions posted by someone else in the class.This kind of assignment works better later in the semester when students have learned to ask questions that lead to thoughtful answers—although this assignment can also help to teach students the limitations of yes/no questions!
3.Make a map of the argument of the article you just read.  Draw a picture or diagram, make a chart or a list – choose whatever visual representation most clearly lays out the structure of the argument for you.An alternative way of mapping ideas that will work for some and not for others. This can lead to a fruitful conversation in class about how we represent knowledge to ourselves (and on a more mundane level, about note-taking and the importance of each student finding his or her own method of capturing ideas).
4.Write a one paragraph abstract of the article you read for class. Identify the main point of the argument and several key subordinate points.This assignment should be collected and responded to by you as this is an essential skill for college and at the beginning of the semester few students will be able to do it. After you have responded a few times you might move to A.2 so that other students respond using the moves modeled in your comments.
5.Write a paragraph in which you agree with some aspect of the argument advanced by the writer of this reading (state the argument and then explain why you agree).This form of supportive reading will be difficult for many students used to looking for points of debate. It works well with the listening strategies (see handout). Students are “listening” to the text and building on it. Classroom discussion can start by inviting students to share strategies; like D.4, this will benefit from initial feedback in which you model the same kind of supportive reading.
6.Write one or two paragraphs in which you expand on some aspect of the argument advanced by the writer of this reading and suggest connections to other readings or material discussed in class (first state the argument and then expand on it).As with the other assignments, it is important that this assignment is short so that students can really engage with the ideas and with the words they use to express them. While the paragraphs generated for #5 and #6 could be combined to begin to build a paper, in college seminars it is important to begin and end with the paragraphs, in most cases assigning one  or two per reading.
7.Write a paragraph in which you disagree with some aspect of the argument advanced by the writer of this reading (state the argument and then explain how [and why] you disagree).Ask students to post their paragraphs from D.5, D.6, or D.7 to Moodle, then choose one of the paragraphs of agreement or disagreement posted by a classmate and respond to it.  Why do you agree or disagree?  Are you ambivalent or conflicted?
8.Can you identify omissions in the argument you read for class?  What is not addressed or discussed that seems to you important to the argument the article tries to make? List a couple of omissions that you identify. Write a sentence or two in which you suggest how their inclusion would change the argument.This can be a prompt for class discussion or a way for you to see how well the students are reading / how hard they are finding the material. Collecting such assignments and providing feedback early on in the semester is valuable, later on these can be shared with peers in small groups in class or on Moodle, with students invited to respond.


1.Place the reading for today in conversation with a prior reading in the class. Write a paragraph in which you look at the interaction between this argument and the other one you have identified.  Do they agree or disagree?  Are they making similar arguments but in different ways?This can help students prepare for class, and help you get a sense of how – and how well – the students are understanding the material they are reading. More important though, it encourages the critical reading and thinking and general habits of mind that are essential for college-level reading and writing.
2.Write a brief dialogue between two or more of the authors you have read this semester. Each “character” should speak in the voice of the text you read and express the opinions expressed in the text; however, you can decide what aspect of the topic they discuss.This prompt achieves the same effect as E.1 (above), although the students may find it more engaging. In order to write a dialogue they need to understand the texts and have a sense of the voice of the authors. This does take longer, so you might want to assign class time for it. This may also be a group activity—students can write the parts in pairs or groups.
3.Select one image, example, case study, or quotation from the reading and explain how the author uses it to support the larger argument of the piece. Do you believe that use was successful? (explain your answer).This assignment invites students to unpack a text and see the parts that are used to make up an argument—those images, examples, case studies and quotations come from somewhere else and are drawn into a text to serve a specific purpose. It is important for them to understand that these connections sometimes fail!
4.Select one example, case study, image, or quotation from the reading that could be used to support a different argument, and explain how that would work.It is a good idea to ask students to write E.3 before the write E.4 (two separate assignments) so that they learn to focus on the ways images, examples, quotations, and case studies are used in a reading before thinking of them as separate entities that could be used in different ways in other contexts.


1.After discussing this work in class, do a little background research and write a question you might pose to the author / the artist who created this work / the photographer / the film-maker / the playwright / the poet, etc.You might suggest appropriate places for them to search or ask your librarian for a list. The focus here is on developing good questions based on background information—students don’t need to be able to answer those questions, just determine that they are valid questions whose answers are not obvious or easily discovered. [See A.1 & B.5]
2.Make a bibliography of any other books and/or articles written by the author of the material you just read. Include the title of the book or article, who published it, and where and when it was published. What does this list reveal about the author? Does it change your response to what you read? If so, how? If not, why not?Another opportunity for guided development of information literacy skills. Again, the challenge is to help students think critically rather than simply generating a random list. Class discussion should focus on what the bibliography might teach us or how it might change the way we think about the author.
3.Select one of the authors who was cited in the reading and make a bibliography of other books and/or articles he or she has written. Include the title of the book or article, who published it, where it was published, and when it was published. What does this list tell you about the author? Does it change your sense of whether he or she was a good source for the article to quote (you can define “good” in this context).The purpose here is to invite students to engage with sources and see them as resources for further scholarship—as participants in a conversation the students are in the process of joining. This kind of bibliographic work will be developed further in WI and WM courses, but maybe appropriate for the College Seminar in some cases. The emphasis of class discussion should be on how this changes our assessment of the source material and how valuable we think it is now we know more about it.


1.Write three short encyclopedia entries (a form of summary) for the topic we have been discussing. The first for a standard college-level encyclopedia to which students might turn for an accurate definition/ explanation; the second for an on-line reference that the general public might consult for a quick and simple definition/explanation; the third for a “hip” encyclopedia to be marketed to middle-school students and available for iPhones and other portable devices.Students can each be assigned a topic from the class or work in pairs to generate an encyclopedia for the class with three entries per topic. Once they have finished writing, they should be asked to reflect on the process and what they learned about the topic by having to explain it for such different audiences. Focusing on the differences between the descriptions (from word choice to sentence length) and the decision-process they employed as they wrote will make them more conscious of such decisions in more formal writing This assignment connects with work in the College Writing class by asking students to practice summary-writing and to think about the ways audience and purpose shape our writing decisions.
2.Write a brief description of the image or sequence of images/event/experiment/piece of music we have been discussing. Write the description for an academic audience. Then write a second description that would make sense to a child. Finally, write about the difference between your two descriptions and the decision-process you used as you imagined each audience and adjusted your description accordingly.A variation of the assignment above, which can be used the same way and with the same outcome.
3.Write the narrative (story) of the ways your thinking about this topic or perspective has evolved (or nor). What did you first think when you were exposed to it? Then what did you think? Then what? Try to get everything down in sequence and include your confusions as well as your understandings.This is a wonderful invitation for reflection, providing the students a space to revisit their thinking process and gain deeper understanding of how they learn. Students will be asked to reflect in a similar manner at key points throughout their education at Drew including as part of the writing ePortfolio and we recommend it as one way to assess the students in the Seminar (see assessment).

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