1. Hiram College WAC August 22, 2011

2. Points or percentage weight of assignment Due date of rough draft and final draft Length, format and documentation style expectations Assignment goals—what do you want students to gain from the assignment? What should they learn? Assignment instructions—what will students have to do to succeed on the assignment? Are there steps they can follow to write a good essay? Grading criteria.

3. Erica Lindeman describes an assignment as a description of the relationship between the writer, the reader and the subject. Subject WriterReader

4. 1) What do I want students to do? Why? How does it fit with the objectives of the course? 2) How do I want students to do the assignment? Will they work together? Write drafts? Use prewriting exercises? 3) For whom are the students writing? Is it for the instructor or for another audience? 4) When will students do the assignment? How does it connect to the other assignments in the course? 5) What will I do with the assignment? How will I evaluate the writing? What will a successful assignment look like?

5. Proscriptive Boundless

6. Think about the course goals that each assignment connects to. Have assignments build over the course of the semester. Connect writing assignments directly to the readings and other course content, and if possible give the student a voice in the paper. Tie formal writing assignments to other coursework and assignments.

7. Tailor assignments carefully to the content of your course Sequence or break up longer writing assignments into stages. Encourage students to engage in process oriented writing. Coach students through each step of the research process. Make research public. Develop evaluation criteria that require students to address the particular questions in your assignment.