INSTRUCTIONAL PRACTICE:
Crafting Effective Writing Assignments
Students may not remember a lecture given about current ecological issues in
Examples of writing their state and the effect on drinking water, but chances are they will remember
assignments that address composing and writing a letter to their state representative to persuade him or
different modes and her to vote yes on sanctions that would improve the quality of water in their
content are included in own backyard. Through the process of developing that letter, students are
this chapter. learning content and concepts related to ecology, water purification, and
salinity, as well as how state government works. The design and quality of a
writing assignment must be intentionally crafted for writers to interact with and
apply knowledge, rather than merely conducting a generic “tell me what you
Ongoing feedback is know” activity.
formative in nature and
helps instructors Instructional Goals
determine what students Students will:
currently know and are
• Apply their knowledge to new texts or in different situations involving
able to do. Ongoing
writing.
feedback also helps
students develop the • Clearly understand the directions and expectations for success with a
metacognitive insight to writing assignment.
reflect on feedback and • Know the purpose of the writing task and the specific audience they are
make decisions that can writing for.
enhance their writing. The
goal of such feedback is Resources
to assess the degree to • Crafting Effective Writing Assignments (Educator Resource)
which a student is or is • Academic Vocabulary in Writing Prompts (Student Resource)
not making progress with
writing and understanding Preparation for Instruction
of content, and then use • Students’ motivation and engagement are stronger when writing
that information to adjust assignments allow for choice within a common theme, topic, or genre.
instruction to meet Identify appropriate opportunities for students to have choice within the
students’ needs through writing assignment, depending on the necessary learning outcomes.
scaffolding, differentiation,
• The vocabulary used to give directions should offer guidance as to the
re-teaching, or
mode(s) of writing needed or recommended to complete the assignment.
acceleration. It is
important for instructors to • Provide models of writing within the specific mode, along with rubrics that
note that it is not outline clear expectations.
necessary to read and
comment on everything
Instructional Strategies
each student writes. • Use Educator Resource: Crafting Effective Writing Assignments (page 178),
However, it is necessary which provides guiding questions to assist with the creation of writing
that instructors monitor assignments.
student writing throughout • Refer to Student Resource: Academic Vocabulary in Writing Prompts (page
the writing process, 179), to assist with specific vocabulary choices and to aid students’
providing periodic interpretation of vocabulary used in writing prompts.
feedback, either through • Incorporate opportunities for ongoing feedback as you plan an effective
written comments or in writing assignment. For more information on effective feedback, see
one-on-one conferences, Chapter 5, pages 248–252.
and set up opportunities
for peer feedback and
student self-assessment
and review.
Chapter 4: Using Modes of Writing to Build Disciplinary Literacy 177
