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Help with write tasks - Best Writing Services - Excellent Essay and Research Paper Writing Services

Designing effective write assignments

The faculty is more satisfied with the writing of her students if they can offer the clear guidance for those students. Here are three characteristics of a write assignment, with which faculty and students can help "call on the same page":

  • What are the big ticket ideas behind the task? In other words, what do you want to learn or experience students from this task?
  • What results tell you that learning has occurred (expressions)? What specific things are you looking for in this task?
  • At what level of skills do you seek with these expressions?

Example: Critical thinking is the Big Ticket article for this task. The evidence of critical thinking, after which I am looking for is the students who connect the voice of the piece with the "place" of the character "in history. I should be able to see at least three such connections in this short paper.

The students produce more high quality writing if they receive a good-thoughtful, clearly explained order. The better you can transmit your expectations, the easier the students can respond to the task. Here are 6 questions that ask yourself if you think about a write task.

Assignment, topic and purpose

  • What do I want the students do? Why? What do I want that students learn to do it? How does this task fit in the context of the course? Will I assign the topic or choose the students their own? If the latter, which parameters, if available, I would like to put on the choice of the topic

genre, length, formality and deadlines

  • What kind of text does I want to produce my students - d. H. An essay, a memo, a laboratory report, a newspaper article, etc.? How formal should it be? How long should the text be? What are the deadlines to write this text?

Different fonts includes different formats and different content - and thus different write processes and various evaluation criteria. This also applies to length, formality and deadline. Long, formal papers with a lot of lead time require more thinking and efforts than short, informal, with a quick turn. So it is helpful to accurately identify these characteristics.

Individual work or cooperation

  • I want the students work alone, or with a partner or group? If collaboration, how are the groups formed? How are they rated? Will I give the teaching time for the groups to come together? How does I convey group conflicts that may arise?

Use of course materials and use of external sources

  • I expect the students to use the course content and the materials? If that's the way? Do I expect students to draw outside sources, such as library or internet-based materials or interviews? Should the students include their own experience? Do I expect the students to use a specific research method? Which documentation style (d. H. MLA, APA, etc.) do I want to use?

Required skills and models

  • What skills or procedures do the students need to make their text? If I want you to use a special method, where can you find a description of this method or a sentence of guidelines that can follow? Does I have models of successful text and / or research or writing? If so, how can I make you available for students who follow?

It is particularly important to think about which skills are required, so give the student orders you can do realistic. For example, students will struggle with research if they have not yet taken the research paper course. They - or a guest speaker - may have to inform the students as they write the genre they have assigned when students are not already familiar.Contact your students and the wreckup at your school to help you determine what you may need to teach.

grading criteria and available feedback

  • At what time do I want to set aside for students to get an answer from their colleagues and / or in a draft? Which Grading criteria do you use to evaluate the final versions of your text?

These are some questions to think of the way to design effective write tasks. The answers to all these questions may not necessarily be displayed in the assignment sheet that you give the students, but as a designer of the assignment you should be able to clearly articulate your expectations.


Hagemann, Julie. "Teach the students to critically read write tasks." Writing Labor Newsletter 26.10 (June 2002): 5-7. Murray, Donald. A writer teaches writing (2nd ED). Boston: Houghton Mifflin, 1985. 83ff.

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