Sequencing Writing Assignments
Carolyn
Haynes
Director of Windate Writing Center
Miami University (Ohio)
If you are noticing that
many students are not performing as well
on major writing assignments as you would
wish, try breaking down that assignment
into its component parts. Between the time
that an assignment is announced and the
time that it is due in final form, help
students undergo a series of activities
and smaller assignments that prepares them
to complete a larger, more complex assignment
successfully.
Here's one possible sequence of assignments
and activities to help students get ready
for a research assignment:
Define Possible
Questions
Students create a preliminary
proposal in which they outline areas of
interest, offer a preliminary inspection
of course materials, and/or present an analysis
of appropriate questions. Instructor offers
a line or two of response.
Identify Key Resources and Types of Evidence
Students offer a list
or bibliography of major sources and general
comments about their importance. Instructor
evaluates quickly and offers suggestions.
Summarize and Critique Key Readings
Students exchange drafts
of a summary and critique of key sources
and offer comments on improvement.
Outline of Paper
Students review one another's
outlines outside of class and offer suggestions.
Rough Draft
Students review one another's
draft outside of class and offer comments.
They use a critique guide to help them offer
meaningful comments. (Sample critique guides
are available in the writing center.) Authors
will attach the draft and the comments to
their final version.
Polished, Final Draft
Students use the suggestions
that they received from peers to revise
their work. They improve it in terms of
content, structure, adequacy, relevance.
Self-evaluation
At the time of or shortly
after submitting the paper, students write
a one-paragraph statement that answers the
question, "What would I do if I were
to have another chance to revise this paper?"
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