How to Use this Page
Below are resources that University Writing has developed to support students and instructors across the disciplines in their writing and writing instruction. We define writing broadly, so you will find resources on ePortfolios, visual design, professional communication, and presentations in addition to traditional writing tasks like reflective writing, literature reviews, peer review, and editing and proofing.
Please use the keywords on the right-hand side of the page or the search bar above to navigate these resources. If you would like to use these resources in your course, please follow the Creative Commons information located at the bottom of each resource. If you plan to use the source in its original format, we ask that you leave the University Writing branding intact.
We are always seeking to improve. Please take a moment to offer us feedback by completing this brief survey.
Whether they’re high stakes or low stakes, writing assignments are more effective when faculty articulate clear expectations, explain necessary steps, detail the rhetorical situation (i.e., audience, purpose, and genre), and name criteria for evaluation. Such assignments set students up for success by leaving the guesswork out of assignment basics so they can focus on more substantive matters such as analysis, evidence, and working with sources. Use the resources below to design writing assignments with these features in mind. After you’ve designed your writing assignment, check out our section on scaffolding assignments and writing-to-learn assignments
Materials designed by Christopher Basgier, Amy Cicchino, and Amber Simpson
Faculty who want to integrate writing into their courses can use high stakes assignments, low stakes assignments, or some combination of each. This handout defines each kind of writing and explains how you might integrate it into your course
This handout introduces you to effective writing assignment design using principles from transparent assignment design and The Meaningful Writing Project
Once you have a draft of your assignment sheet, you can use this self-assessment worksheet to reflect on how well your assignment is achieving the principles in the handout above
Once you have a draft of your assignment sheet, you can work with a colleague in your department or institution and use this peer assignment worksheet to get feedback on how well your assignment is achieving the principles in the handout above
Refresh your writing assignment by asking students to address a new audience, purpose, genre, or medium of communication as they explain their knowledge of content. This handout will explain what it means to create a new rhetorical situation for your assignment
Revising Assignments for New Rhetorical Situations Handout Word Document
Revising Assignments for New Rhetorical Situations Handout PDF
This worksheet will help you compare the existing and redesigned assignment across elements of the rhetorical situation, like audience, purpose, genre, language, organization, and content. While not every rhetorical element needs to change in your redesign process, you should reflect on how changes need to influence scaffolding activities and evaluation criteria
Revising Assignments for New Rhetorical Situation Worksheet Word Document
Revising Assignments for New Rhetorical Situation Worksheet PDF
This handout will help you think through the process of converting an online multiple choice test into a writing assignment
Ditching Multiple Choice: Reasons to Design Writing-Base Assessments Handout Word Document
Ditching Multiple Choice: Reasons to Design Writing-Base Assessments Handout PDF
This handout provides an overview of different kinds of rubrics you might want to use, as well as ways of describing performance levels. It also includes advice for developing a successful rubric
Research shows that students benefit from timely feedback on their learning based on the specific learning goals that guide a writing assignment. Use these resources to learn strategies for writing feedback, tips for rubric development, and how to manage the labor of writing response.
Materials designed by Amy Cicchino, Christopher Basgier, and Margaret Marshall
Research shows that students benefit from timely feedback on their learning based on the specific learning goals that guide a writing assignment. Use these resources to learn strategies for writing feedback, tips for rubric development, and how to manage the labor of writing response
This handout provides an overview of different kinds of rubrics you might want to use, as well as ways of describing performance levels. It also includes advice for developing a successful rubric
This handout details a range of strategies that you can use when working with students’ writing, whether you're providing feedback, grading final drafts, or staring at a large stack of papers
This handout will help you think through the process of converting an online multiple choice test into a writing assignment
Peer review can be an effective means for engaging students in writing projects. In peer review, students give one another feedback on a draft of a writing project, or a portion of a writing project, using a set of clear criteria as a guide.
Materials designed by Christopher Basgier, Amy Cicchino, and Amber Simpson
This handout will introduce you to peer review and help you learn how to develop a successful peer review for your course
This handout will help you articulate the role of peer review in your course, both for yourself and for your students. This page includes a set of questions about the role of peer review in your course, and the reverse describes the elements of effective peer feedback
This resource will help you facilitate a successful peer review across four modalities: online (asynchronous), online (synchronous), hyflex, and in-person with safety protocols in place
This brief handout can communicate peer review guidelines to your students
Dr. Djibo Zanzot developed this writing-to-learn prompt and peer review protocol for his Honors Organismal Biology course
Reflective writing helps you critically think about your learning, respond to new knowledge, connect your learning experiences, and consider how new knowledge aligns to your professional and developmental goals. Use the resources below to learn more about reflective writing, including how to design reflective writing prompts.
Materials designed by Amber Simpson, Animal Sciences Academy Team, Christopher Basgier, ePortfolio Project, Heather Stuart, Lindsay Doukopolous, Margaret Marshall, and Parker Wade
This handout provides a brief introduction to reflective writing along with sample questions that can support reflective thinking
This handout introduces you to the six Rs of reflection: reporting, responding, relating, reasoning, reconstructing, and repackaging. Bain, J., Ballantyne, R., Mills, C. & Lester, N. (2002) labeled these levels with the mnemonic “5 Rs of reflection.” We have added a sixth level to this framework to account for the way reflection moves into other genres, such as an ePortfolio or personal narrative
This handout will take you through a heuristic process aimed at developing an effective reflective writing assignment for students keeping in mind the expected learning outcomes
A Heuristic for Developing a Reflective Writing Assignment Word Document
A Heuristic for Developing a Reflective Writing Assignment PDF
Reflection can take many different forms, and any number of strategies can help you support students’ reflective practices. This handout lists various prompts and questions you can adapt to your specific course context and objectives
This handout is meant to inform you on the benefits of using reflective writing in lab contexts
Assigning Reflective Writing Prompts in Lab Settings Handout Word Document
Assigning Reflective Writing Prompts in Lab Settings Handout PDF
This worksheet guides you in using expressive writing for self-discovery. You will learn about different types of expressive writing, such as answering prompts or making gratitude lists, and can complete several reflective prompts.
This handout gives three example reflective writing assignments from different disciplines, each fostering a different goal related to reflective practice
This worksheet will help you consider questions that are important as you develop a reflective writing prompt for your course
Once you’ve developed your reflective writing prompt, this peer reviewguide can help you get feedback.
Peer Feedback on Reflective Writing Prompts (for Faculty) Word Document
Peer Feedback on Reflective Writing Prompts (for Faculty) PDF
This worksheet provides examples of student reflections in need of feedback and guidance which you can use to practice providing feedback that helps students improve their reflective writing
This rubric was created as part of our ePortfolio Project. However, you can use or adapt it to assess reflective writing in ePortfolios
Scaffolding is a means of breaking down assignments or tasks into manageable chunks in order to promote student learning and success. A well-scaffolded writing assignment should help students understand your expectations, learn course content, communicate with audiences, and write with a purpose in mind. These resources will help you develop scaffolding writing assignments in your course.
Materials designed by Travis Adams, Christopher Basgier, Margaret Marshall, Alyssa Pratt, and Djibo Zanzot
This handout details three approaches to scaffolding you might use in your course: checkpoints, parts of the whole, and upping the ante
This handout presents two example assignments aimed at evaluating students’ prior knowledge in a particular area. By determining prior knowledge, you can get a better idea of the support students will need as they complete future assignments related to content knowledge and writing in your course
This worksheet will help you identify and define a difficult concept, and then map different levels of understanding for that concept. You can use these definitions as a basis for crafting your effective assignments
This handout presents two activities that would help students in scaffolding a research paper. The first one focuses on breaking down the big goal in a series of small tasks so as to provide students with direction. The second one will help you map the syllabus timeline according to the learning required for assignment completion
This handout includes a range of writing assignments and activities you can ask students to complete in your course in order to promote their learning. Many of these assignments can have high stakes or low stakes versions
Writing-to-learn prompts can help you design writing prompts to reinforce content learning in your course. Be sure to check out our section on writing-to-learn.
Writing-to-learn activities are low-stakes writing prompts that help students engage with content knowledge, think critically, and practice applying their learning. Use the resources below to learn more about writing-to-learn and how it might play a role in your course.
Materials designed by Christopher Basgier, Alyssa Pratt, and Djibo Zanzot
This worksheet is designed to help you understand some of the features of an effective writing-to-learn (WTL) prompt. Remember that these features are not necessarily a checklist: some prompts will include and exclude different features depending on what is appropriate for your course and field
Features of Effective Writing-to-Learn Prompts Worksheet Word Document
Features of Effective Writing-to-Learn Prompts Worksheet PDF
This handout includes a range of writing assignments and activities you can ask students to complete in your course in order to promote their learning. Many of these assignments can have high stakes or low stakes versions
This worksheet will help you identify and define a difficult concept, and then map different levels of understanding for that concept. You can use these definitions as a basis for crafting your writing-to-learn assignments
