One possible explanation is that virtually all students have a higher motivation for producing high-quality papers when they know that the papers will be read and analyzed not only to the instructor, but also by their peers. The quality of case discussions has been uniformly high. It appears that students who have written a case become more acute readers and analysts of other cases. Cross-case comparisons and generalizations seem to emerge quite naturally. Comments on anonymous teacher-course evaluation questionnaires at the end of the semester indicate overwhelming approval for the seminar format.
Students clearly seem to enjoy reading and discussing their peers' papers.
One reason may be that most students are taking other courses in which a high proportion of the work load is back-loaded, with papers and final examinations coming at the end of the semester. The early deadline for the first drafts of papers also has one important benefit-students receive extensive feedback, not only on substance but also on organization and the quality of writing, that can help in preparing a final draft. It is espe cially rewarding when a paper that had been rather mediocre in the initial draft has blossomed into a first-rate final draft. The features of this seminar are not cast in concrete. The seminar this semester includes two second-semester sophomores of exceptional ability.