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Writing Assignments

Teaching methods.

Students may need help with writing basics, and even good writers don’t know how to write for your particular discipline. Professors can create writing assignments to help students engage in different types of learning, and can use different media to encourage sensitivity to audience and purpose. Feedback on writing assignments is also a critical teaching skill. These resources will provide helpful ideas for how to use writing assignments in teaching without becoming overwhelmed.

Creating Assignments

MIT’s guidelines for Creating Writing Assignments

What should you think about in designing a writing assignment?  Auburn’s Office of University Writing provides this helpful Outline for Creating Writing Assignments .

What Makes a Good Writing Assignment?   (links to multiple resources from Colorado State)

For teachers and students – Duke’s writing center lists 37 types of writing in Genres of Writing , and provides specific tips for each one.

Creating Engaging Writing Assignments (video)

Writing to Learn (video) (when your purpose is content rather than communication)

Writing doesn’t have to be an individual assignment.  This article discusses one history professor’s transformation of his research seminar into a collaborative group project .

Want to craft a writing assignment that also requires research? CTE's page on Research Assignments has suggestions.

Here’s some information about Using Blogs in a Course and even a rubric for evaluating student blogs .

These articles consider different ways to use class wikis to teach writing – one emphasizes technology , and the other the collaborative writing process .

Or teachers can use Wikipedia itself to teach the rules of writing for a mass audience, as one professor narrates in Are We Ready to Use Wikipedia to Teach Writing? (a little dated as Wikipedia itself has changed, but the basic idea still works).

Providing Feedback

Commenting on student writing is also a skill that can be honed. These are some suggestions from Carnegie-Mellon’s Eberly Center for Teaching Excellence.

The Idea Center suggests some Strategies to Improve Student Writing .

Miami University's Howe Writing Center offers suggestions for Conducting Peer Reviews .

SMU's "W" Requirement for the University Curriculum

Want your course to satisfy the Writing proficiency requirement for SMU’s University Curriculum? Check out the explanation here (log-in required).

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Research Assignment Design: Student Learning Outcomes

• Student Learning Outcomes
• Evaluating Student Work
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Student Learning Outcomes (SLOs)

These example SLOs addressing the research process are based on the  Framework for Information Literacy for Higher Education . You'll work with your librarian to decide which outcomes best fit your goals and assignment.

Students evaluate information with an understanding of context.

• Identify different kinds of authority and when authority might be challenged
• Recognize indicators of authority within the discipline
• Evaluate how personal bias may impact source evaluation

Students understand how and why information is produced.

• Identify various types of disciplinary information, how they are produced, and why they are valued
• Match information needs to appropriate types of information
• Recognize differing genre conventions when applying critical reading skills

Students recognize that information has value and use information ethically.

• Give credit to others’ work through proper citation
• Recognize issues regarding access to information
• Identify concepts related to copyright and fair use

Students approach research with open-minded inquiry.

• Formulate questions for research based on information gaps
• Break down complex questions to researchable components
• Identify different perspectives as possible avenues for research

Students understand that knowledge is developed through sustained discourse and competing perspectives.

• Compare, evaluate, and synthesize authoritative sources with competing perspectives
• Track the evolution of understanding on a topic
• Analyze how sources combine to substantiate claims

Students apply critical thinking, perseverance, and knowledge of information systems to search.

• Match information needs to appropriate search tools
• Develop and refine search strategies and terminology appropriate to the tool
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• Last Updated: Mar 22, 2024 3:15 PM
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