Assigning Writing

First, writing assignments in WI courses should reinforce learning. You're not teaching a writing course; you're teaching a course in the particular subject you specialize in and using writing to reinforce learning. As a result, no one would ask you to have students write without assuring you that it's not only okay, but necessary, that writing reinforces learning in your courses.

Second, and as an aid in helping you connect writing to learning in your courses, check over your assignments to be certain your classroom activities (discussions, lectures, etc.) lead up to your writing assignment. You may even frame your written instructions (and they should be written for your sake and your students') with reference to what you have had them do in recent class meetings. Then show how the assignment has evolved from that class work.

Third, a fundamental tenet of all good assignments is that--in addition to due date, length, format, style, and the usual stuff--they take into consideration the four rhetorical elements of any writing or speaking activity: (1) the subject to be addressed, (2) the purpose with which it is to be addressed, (3) the audience to whom it is written, and (4) the role you want the writer to assume in addressing this audience about this subject. If you've done that much, you've helped your students generate writing that will be on the mark and will, thus, please you by meeting your expectations.

Rebecca Burnett, Director of Advanced Writing at Iowa State, gives this example of a weak assignment and a good assignment on the same topic.

weak example:

Give directions for setting up a croup tent.

good example:

You're assigned as a communication intern in a hospital's pediatric unit. Part of your job is to help parents increase their involvement in their child's medical care. Write step-by-step directions that will enable parents to set up a croup tent. Make sure to give reasons for using the croup tent as well as specifics of setting it up. Include appropriate definitions and illustrations as well as hints to make the set up easier. Consider the advantages of explaining why parental involvement is good (in other words, why don't the medical personnel do everything?). Separate sections of the directions with headings. Decide whether the information should be in a brochure or a one-page directions sheet.