 I think that's the most difficult challenge and right now a lot of my assessment is based on qualitative assessment. Qualitative could be student feedback, student feedback could be, for example, their feedback in a student evaluation at the end of the course saying, Bob, thanks for teaching me how to write better. A student feedback could be just somebody's verbal communication, contact me in the hall and saying, for example, that's happened many times. Bob, I want to thank you for teaching me how to write better. Thanks for the attention to detail. I struggle with it, but I feel I can write better. Some of that feedback is from alumni that have graduated and have left. They've gone to the workplace and they've sent me emails thanking me for my attention to detail and helping them write because they didn't realize how important writing was in their job and how concise that writing had to be in their job. So that is another element of feedback. So I have a fellowship where I'm working with an undergraduate who took the course from me last fall where we're trying to assess the quantify, somehow quantify the learning of the students. Whether that learning is going to be, has writing improved science content or science understanding or has their writing improved. For the students that are taking it seriously that you know they're trying to further the writing skills, they're asking questions, considering your feedback. We're using their four reports as a means to see if there's been improvement from report to report. Are they, are they, the feedback that I provided in the first report, are they folding that into the reports down the line. So that's another assessment technique. And this past quarter I actually asked three questions. About two thirds of the way through the course I asked three questions. One, name a writing tip of the day that has been helpful and I told them that if you can't think of a writing tip, that's feedback to me because you're not assimilating writing tips. It doesn't matter to you what the writing tips are. And I was happy that everybody could at least, at least wrote down one or two writing tips. So that was positive for me. Another question that I asked was, has the feedback been helpful? And most, everybody said the feedback was the most helpful. I also asked if the template has been helpful. And they all answered that the template has been very helpful because they said that a lot of instructors don't give a template so they don't exactly know what they're supposed to be writing to. What is their audience? What exactly should a table look like? What is active voice versus passive voice? What's in an introduction? What's in a results and discussion, et cetera? So they found the template to be a very good guide and I use that template as assessment means too because I can refer my feedback using the template.