Faculty Teaching/Learning
Institute
at Saginaw Valley State University
Developing Effective Writing Assignments
"A good writing assignment deepens students' engagement
with course materials, promotes critical thinking, and helps them learn
the discipline's discourse--its characteristic methods of inquiry, analysis,
and argumentation."
John C. Bean, Engaging Ideas: The Professor's Guide to Integrating
Writing,
Critical Thinking, and Active Learning in the Classroom
Design assignments with
-
Clear goals based on your course objectives
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Engaging, relevant contexts
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Specific audiences
-
Explicit format requirements (lengths, manuscript format,
citation style, etc.)
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Criteria by which the work will be evaluated
Student writing is likely to be strongest when instructors
1. Develop assignments which are problem-based
rather than topic-based;
2. Provide written guidelines for the assignment
which
a) specify the purpose for the assignment
b) outline the discrete steps to be taken to complete
the assignment;
3. Sequence assignments to develop increasingly
complex thinking and writing;
4. Sequence several shorter, varied, multi-genre
assignments rather than a single
"term paper;"
5. Provide time for students to brainstorm or "pre-write"
when giving the
assignment;
6. Present examples which illustrate strong and/or
weak work;
7. Help students develop effective writing processes
by
a) guiding students' completion of assignment (e.g.,
check working
bibliography; respond to outline; respond to introduction; etc.)
b) encouraging or requiring revision as a necessary part
of the writing
process
c) providing opportunities for peer and/or instructor
feedback on
drafts. (Try writing the assignment yourself and then talk
about
your process with students.)
8. Have students self-evaluate or write a short
analysis/reflection on the work
they are submitting;
9. Create opportunities for students to "publish"
their work.
-D. Boehm, Saginaw Valley State University, August 1997
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