Assigning Writing
A significant amount of writing is assigned each day at the U, regardless of the course, program, or department. Many instructors--from first-year courses through PhD-level seminars--assume that students understand what they are looking for in terms of content, format, documentation, and style. However, students at all levels may have had widely different experiences with writing and writing instruction. And ESL students especially may not share an implicit understanding of the conventions of US academic discourse.
The key to successful writing assignment prompts, then, is explicitness. It can be difficult to judge how explicit our own writing is, so it's a good idea to try out writing assignment descriptions, instructions, and prompts with colleagues and even with students in "mock" assignments. You may also email us.
The following questions (adapted from Reid and Kroll) should help as you refine.
How does the assignment fit into the course's overall sequence and goals?
Students should clearly understand the role(s) that a writing assignment plays in relation to other elements of the course. Whenever possible, writing assignments should connect to other assignments, and they should reference specific course goals. Assignments that seem like "busy work" are unlikely to motivate students.
How does it fit into the "real world" connections the course tries to establish?
We're always looking for examples of writing assignments that work well. Please send them, and we'll credit you as we build our online collection.
Many upper-division undergraduate and graduate courses include assignments that require students to practice with field-specific genres or forms, such as lab reports, literature reviews, business plans, proposals, and specifications. These assigments give students opportunities to write in ways that they will eventually write on the job.
Are the instructions comprehensible to all students?
Does the writing prompt use idiomatic expressions or cultural references outside the scope of the course content that need to be explained to students? Does the prompt use professional jargon that could be glossed or simplified?
Does the scope of the assignment correspond to its timeframe, to length expectations, etc.?
To gauge how long the assignment should be and how long it should take to complete, try separating the assignment into stages. If the assignment is a major one, consider setting intermediate deadlines for drafts.
Does the assignment give clear directions on expected rhetorical strategies, format, and length?
Are students expected to explain a concept? Describe an experiment? Compare two ideas or historical periods? Analyze a business scenario? Argue for a policy position? Support an interpretation of a text? (Providing students models of effective and successful writing can be especially helpful in clarifying rhetorical expectations.)
Keep in mind that the more specific you make an assignment--in terms of content and format--the less likely it is that students will be able to plagiarize from generic sources.
Does the assignment articulate clear criteria that will be applied during evaluation?
What percentage of the assignment grade will be based on how the writer covers required content? Uses correct format? Uses appropriate grammar?