Revision Guide for Writing Assignments

The following questions were derived from a faculty discussion led by Chris Anson at Christopher Newport University about what makes well-designed, engaging writing assignments.

These questions can be a useful resource for faculty improving existing assignments, designing new ones, or critiquing each other's assignments.

1. How realistic in scope is the assignment? Consider time on task, resources, etc. Is the level or difficulty of the assignment well matched to students' prior knowledge, abilities, and the course material being covered? Is the length of the assignment consistent with its intellectual and rhetorical demands?

2. Is there a clear purpose for the assignment, both educationally and rhetorically?

3. How clear are the evaluative criteria for the assignment? How are these conveyed to students? Are there clearly expressed expectations for what should be in the final product? Is the level of formality clear, and tied to the expectations?

4. Are format issues specified, such as documentation style, etc.?

5. Could the assignment be improved by sequencing it into several writing episodes, with follow-up in between?

6. Are there opportunities for students to begin the assignment informally?

7. Are the terms used in the assignment clear, or are there provisions for making them clear? (Consider operative verbs like "analyze," "evaluate," etc.)

8. Does the assignment write-up reflect some internal consistency-do the parts connect to each other? Are there any potential confusions?

9. Is the genre or type of writing consistently represented? Is the type consistent with the educational and rhetorical purpose of the assignment?

10. Is the assignment interesting, engaging, and enjoyable to complete? Is it intellectually challenging to students?

11. Is there a process built into the assignment? Are there opportunities for feedback and revision?

12. Is the assignment clear, well written, well presented? (Students can't be held to high standards in formal writing if an assignment is sloppy or unclear, or has errors.)