Biased Agonism at the Angiotensin II Type 1 Receptor

This research investigates the differing preferences among students and professors towards two distinct methods of teaching writing in English Literature classes: process (type A) and product (type B) classes. Process classes are defined as classes that contain assignments building up to a finished draft, and product classes are defined as classes that only grade finished drafts. Through the use of questionnaires and interviews, students and professors expressed their satisfaction towards the ease, quantity of grades, and improvement of critical reading and writing skills for both class types. Through this data, we can claim that students tend to prefer the quantity of work for process classes because they better provide the opportunity to improve writing skills. Furthermore, professors have differing opinions on the ease of process versus product classes. While product classes have less to grade, professors also have to interact with completely new topics in each assignment (unlike the build-up of one topic in process classes). Finally, professors face difficulty in deciphering what students prefer due to the sometimes isolating environment of teaching. This research bridges the gap between student and professor and creates a conversation about the potential benefits and drawbacks of certain class types for both parties.