Assignment Design & Sequence Checklist
This checklist is adapted from Elements of Teaching Writing and George Mason University’s Writing Across the Curriculum program.
Can the student given this assignment answer these questions:
___ What am I, the author, writing about?
___ For whom?
___ For what purpose?
___ In what form?
___ Can the assignment be summarized in one or two key sentences? Are the intellectual tasks/operations clearly denoted (e.g., compare/contrast; define; analyze cause and effect, etc.)?
___ Do I provide specific guidelines and due dates to help students perform to my expectations?
___ Are there useful strategies and helpful resources I might suggest?
___ If students are writing primarily for me, do they know my expectations and values?
___Would it be helpful to expand the audience beyond myself? To peers, for example?
___ Would imaginary or hypothetical conditions improve the task?
ASSIGNMENT SEQUENCES AND TIMING
___ Does the assignment relate to what comes before and after in the course?
___ Am I asking students to explore the subject matter in increasingly complex ways?
___ Is there a step-by-step development of skills?
___ Do I give students enough time to read, research, draft, write, and rewrite?
___ Will students be given class time for peer review and editing?
___ Do I communicate what constitutes a successful response to this assignment (e.g. show them a model paper, use criteria for grading, give a rubric for “A,” “B,” “C,” failing grades)?
___ Do I provide students a chance to evaluate themselves or one another?
___ Have I considered if students will be allowed to revise?
Gottschalk, Katherine and Keith Hjortshoj. The Elements of Teaching Writing: A Resource for Instructors in all Disciplines. New York: Bedford/ St. Martin’s, 2003.
"George Mason University." Writing Across the Curriculum. N.p., n.d. Web.