Developing an appropriate writing exercise for a statics class

A review of the College of Engineering core curriculum indicated a need to improve the communication skills of undergraduates. As a "pilot" students were given a writing exercise in a sophomore Statics class. The initial form of the writing exercise was a short paper (three to five pages) in which students wrote about a structure they had observed. This exercise was used for three semesters (until Spring 2000) when students indicated in the course evaluation feedback that the exercise lacked value. Accordingly, a new exercise was introduced in Fall 2000. A longer paper (5 to 8 pages) was required (worth 15% of the final grade) that again focused on a structure, but this time one of historical significance. Students were given feedback by writing consultants after both a first and second draft, including a one-on-one meeting. The new exercise substantially improved the quality of the papers, but some concerns still exist