IV. Low-Stakes, Informal Writing Activities & Assignments
Examples of Standard Low-Stakes Writing Activities & Assignments
There are numerous tried-and-true, standard low-stakes writing activities and assignments, many of which are outlined in the table below.
For examples of low-stakes writing tailored to specific course contexts, check out: Examples of Low-Stakes Writing in UW-Madison Courses.
Interested in designing or adapting a low-stakes activity or assignment for your course but not sure where to start or what to include? Contact the Writing Across the Curriculum (WAC) team to set up a one-to-one consultation.
Table: Examples of Standard Low-Stakes Writing Activities & Assignments
| Activity Name | Description | Logistical Notes |
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Freewrite Unlock immediate student thinking and reduce writing anxiety with this versatile activity.
⏰ Activity Time: |
Give students a set amount of time to write whatever comes to mind in response to a question or problem. Encourage them to be “messy” and not worry about polished grammar and syntax.
“I use freewrites at the start of class to activate prior knowledge or at a confusing point in a lecture to help students process. It really helps quiet the ‘inner critic’ and gets everyone writing.” 💡Try It Now: In what specific moment in your next class could a 2-minute freewrite help students process a complex idea or warm up for a discussion? |
In-class (any time)
Individual
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Write-Pair-Share (or Ink-Pair-share)Transform individual reflection into dynamic peer-to-peer learning and prepare students for deeper discussion. ⏰ Activity Time: |
Give students between 2-5 minutes to write in response to a question, or reflect on personal connections to course material. Have students turn to a partner and share their thoughts.
Optional: Invite interested pairs to share out afterwards (Note: this can be an excellent way to help students cognitively warm up for a larger class discussion.) Pro Tip: Clearly state the time limit for both writing and sharing to keep the activity on track. “Before a big class debate, I use Write-Pair-Share. It ensures everyone has at least thought about the topic and has something to say, even the quieter students. It really levels the playing field for participation.” 💡Try It Now: Consider your next discussion-heavy class. What question could you pose for a Write-Pair-Share to warm up students’ thinking and encourage diverse perspectives? |
In-class (any time)
Individual, then collaborative (pairs)
|
| Minute Paper
Quickly gauge student comprehension and lingering questions, providing immediate feedback for your teaching.
⏰ Activity Time:
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Five minutes before class ends, have students provide feedback about the session by writing in response to a question, such as:
To build in accountability, have students turn these in (either digitally or on paper/notecards) as they leave the classroom. “I collect Minute Papers on index cards. Reading them helps me see if I successfully conveyed the main concepts or if there’s a common confusion I need to revisit next time. It’s invaluable formative assessment.” 💡 Try It Now: If you used a Minute Paper after your next lecture, what’s one question you’d ask to gauge immediate understanding or highlight key takeaways? |
In-class (at the end)
Modalities:
Individual |
| Muddiest Point
Pinpoint areas of confusion effortlessly, allowing you to address specific student needs and clarify complex concepts.
⏰ Activity Time:
|
This variation on a minute paper asks students to respond to the question:
In other words, have students indicate what concept or idea remains “muddy” for them after a particular class period. “A Chemistry professor used Muddiest Point every Friday. Student responses helped him realize a common misconception about balancing equations, allowing him to clarify it in the next lecture.” 💡 Try It Now: After covering a challenging topic, what specific concept in your course might be a “muddy point” for students, and how would you phrase the question to uncover it? |
In-class (at the end)
Modalities:
Individual
|
| Stop-and-Write
Create a critical pause for reflection during intense discussions or after covering controversial topics, allowing everyone to process thoughts and feelings.
⏰ Activity Time: |
If there’s a “hot moment” in class, have everyone stop and write/reflect on thoughts/feelings about the conversation.
(Note: This can also give the instructor time to process the situation and gather themselves before proceeding.) “During a discussion about a sensitive historical event, emotions ran high. I called for a 2-minute ‘stop-and-write.’ It allowed students to articulate their feelings safely, and the energy in the room calmed, making for a more productive discussion afterward.” 💡 Try It Now: Identify a potentially challenging or emotionally charged topic in your curriculum. When might you integrate a 60-second “stop-and-write” to support student processing? |
In-class (after a hot moment or coverage of a controversial topic)
Individual
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| Metacognitive Reflection
Empower students to think about their own learning processes, connect course content to their lives, and develop self-awareness as learners.
⏰ Activity Time: |
Students reflect on their own learning; concerns/questions about the course; or connect course topics to their lives.
Metacognitive reflection can be worked into a freewrite, write-pair-share, minute paper, muddiest point response, or assigned as a standalone short reflection. “At the end of each unit, I ask students to reflect on ‘What was my biggest learning challenge this unit, and how did I try to overcome it?’ It helps them recognize their own growth and strategies.” 💡 Try It Now: Design a one-sentence prompt that asks students to reflect on how they learned something new in your last class, rather than what they learned. |
In-class (after covering something)
Individual
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| Collaborative Google Slide Deck
Foster teamwork and collective knowledge building by having groups contribute to a shared visual resource.
⏰ Activity Time: |
In small groups or pairs, students research and discuss a course concept. The instructor provides a meaningful prompt related to the concept. Students discuss the prompt and then create a Google slide for the whole class (or their section) to share (course dictionary).
Several variations of this are possible: students may take different important events in a timeline, different chapters in a book, different characters, different stages of a process, etc. After making the slide, students collaboratively write a reflection about key takeaways or reflect on their collaborative process in the “Notes” section for their slide. “In my art history class, I had groups each create a slide about a different art movement, including key artists and examples. By the end, we had a fantastic visual study guide created by the students themselves.” 💡 Try It Now: Think about a topic in your course that has multiple facets or examples. How could groups illustrate different aspects on individual slides in a shared deck, building a class “resource”? |
In-class (any time)
Pairs or small groups for each slide; slide deck could be entire class or specific section Collaborative
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| Discussion Teams
Structure small-group discussions during lecture, encouraging real-time engagement and application of concepts.
⏰ Activity Time: |
Assign groups of 5-6 students who sit together on specified days and/or work together online during lecture. They then respond on a shared Google doc to authentic questions posed during lecture– for example, connecting themes to lived experiences.
Instruct students to specify roles within the group: facilitator, timekeeper, reporter. Have a few teams share out each time. “During complex case study lectures in my business class, I’d pause and have discussion teams analyze a specific problem. Knowing they might share out kept them accountable, and the collaborative notes were a great study tool.” 💡 Try It Now: If you were to implement Discussion Teams in your next lecture, what authentic question would you pose for groups to discuss and connect to their lived experiences? |
In-class (any time)
Collaborative work
|
| Backchanneling during Lecture
Open a live, digital space for students to react, ask questions, and share insights during lecture, transforming passive listening into active participation.
⏰ Activity Time: |
Using a course blog, a course Slack channel, Threads, or Padlet, students “live tweet/live blog” lecture and are graded on their participation.
You might pose questions/prompts for them to consider or allow students to pose questions/respond in real time to lecture. You will need to scaffold this with clear community guidelines and use it toward a participation/writing grade. “My students use a Slack channel during lecture. It’s amazing to see their questions and peer responses pop up. It helps me know what’s confusing in real-time, and students love the low-pressure way to participate.” 💡 Try It Now: Pick a section of your next lecture. What specific question or prompt could you provide for students to “live tweet/live blog” about in a backchannel? |
In-class (any time)
Individual and collaborative work
|
| High-Impact Questions
Craft questions that challenge students to build on prior knowledge, apply concepts, and reveal deeper understanding, moving beyond mere memorization.
⏰ Activity Time: |
Rather than the more unfocused questions of activities such as Muddiest Point, these “questions…have students build on prior knowledge, apply knowledge to new situations, and reveal conceptual errors,” resulting in more learning and better performance on tests. In addition, questions that invite students to connect a course theme to their own lives or experiences can be especially engaging.
Such questions should be used at strategic points so students are not only memorizing material but grappling with it. Discussion, pair-shares, or other collaborative activities could follow. (Source: Kripa Freitas, 2023) “Instead of ‘Define photosynthesis,’ I ask, ‘Imagine you’re designing a Martian ecosystem. How would your understanding of photosynthesis influence your design?’ This really pushes them to apply the concept.” 💡 Try It Now: Review a recent learning objective. Formulate a “high-impact question” that requires students to apply what they learned to a new, unfamiliar situatio |
In-class (encouraged) or outside of class
Modalities:
Individual
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| Critical Incident Questionnaire
Gather anonymous, actionable feedback on student engagement and learning moments to continuously refine your teaching approach.
⏰ Activity Time: |
This is a classroom evaluation tool that may be used to find out what and how students are learning. The CIQ focuses on critical moments or actions in a class, as judged by the learners.
Keep responses anonymous. Share themes and/or concerns at the beginning of the next class Adapted from Vanderbilt’s Center for Teaching “I used the CIQ mid-semester. Students pointed out that my transitions between topics were sometimes abrupt. Knowing this, I started explicitly signposting, and feedback improved dramatically.” 💡 Try It Now: If you administered this after your next class, which of the five core questions would you be most curious to hear student responses to, and why? |
In-class (at the end)
Individual
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| Discussion Posts
Build community and facilitate asynchronous deep dives into course material, allowing students flexibility in when and where they engage.
⏰ Activity Time: |
Students post to class boards in reaction to a specific question or in reaction to assigned material.
Often, students may be required to respond to a certain number of comments from other students as well as post their own comment. In large courses, students may be assigned to specific “sections” even if they do not have a synchronous discussion section. Even in smaller courses, students may be assigned to smaller groups of 6-8 to foster deep engagement with one another. Asynchronous discussion boards offer you as the instructor an opportunity to build community—either in the full class or small groups—around course content. They also allow more flexibility for students regarding when and where they might engage in the activity. For information on setting up a Discussion Board in Canvas, check out this resource from the Canvas team. “I assign discussion posts for each weekly reading. It ensures students read closely and engage with each other’s interpretations before we meet, making our live discussions much richer.” 💡 Try It Now: Consider an upcoming reading. What specific question would you pose for a Canvas Discussion Post to encourage students to analyze and respond to each other’s insights? |
Before class (and in conjunction with assigned material or in response to a question posed)
On Canvas as a “Discussion Board” or on Padlet Collaborative
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| Padlet Posts
Create a dynamic, visual “bulletin board” for students to share ideas, images, and links, fostering creative and interactive discussions.
⏰ Activity Time: |
A cross between a discussion board and a Pinterest board, Padlet is an online tool that allows students to post pictures or text to a grid and comment on or “like” other posts.
Padlet may be used in a singular class period or over the course of the entire semester. Posts themselves can operate as prompts (to which students can comment and reply) or the Padlet more broadly may have a prompt or task (e.g., asking students to post weekly about something they encounter that makes them think of course content). (Note: To make Padlet more manageable in large classes, different “sections” might have their own Padlet boards.) (Note: Padlet is not supported by UW-Madison and a free account only allows for 3 active boards at a time). Check out an example of a semester-long Padlet board assignment featured in our Step-by-Step Guide to Designing a Low-Stakes Assignment. “For my literature class, I created a Padlet where students posted images or quotes that visually represented a theme from the week’s reading. It created a beautiful, collaborative ‘mood board’ for the unit.” 💡 Try It Now: Brainstorm a visual or text-based prompt for a Padlet board that would allow students to connect course content to something they encounter in their daily lives. |
Before class or during class
On Padlet (either on a laptop, tablet, or smartphone) Collaborative
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| TopHat Responses
Gather real-time, anonymous student responses to questions, providing immediate insights and fostering active participation in large classes.
⏰ Activity Time: |
TopHat is a learning technology tool that allows students to use their own device (laptop, tablet, or smartphone) to respond to questions in the moment without verbalizing answers. Instructors may then display answers in real time.
To keep answers manageable, length expectations should be clarified with students for each question (e.g., one sentence, 100 words, etc.). “I use TopHat for quick checks for understanding during lectures. If I see 80% of students got a multiple-choice question wrong, I know I need to re-explain before moving on. It’s instant feedback.” 💡 Try It Now: Design a multiple-choice or short-answer TopHat question for your next lecture that would gauge understanding of a key concept. |
In class
On TopHat (either on a laptop, tablet, or smartphone) Individual, collaborative
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| Structured Note-taking
Guide students beyond verbatim transcription, helping them consolidate information and actively process lecture content.
⏰ Activity Time: |
Rather than copying a lecture verbatim, students strategically summarize lecture content. The instructor pauses a few times during lecture for 2-3 minutes to allow students to consolidate their notes and reflect on what they’re learning.
Instructors may reserve the last few minutes of class for students to write down everything they remember from the lecture. (Source: Ruhl, Hughes, and Schloss, 1987) “After every 15 minutes of lecture, I pause for 2 minutes and tell students, ‘Summarize the last section in three bullet points in your own words.’ It forces them to process actively rather than just transcribe.” 💡 Try It Now: Plan for two specific pause points in your next lecture where you’ll ask students to summarize notes or reflect on what they’re learning. |
In class
In students’ own notes Individual
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| Collaborative Note-taking
Turn note-taking into a shared, active learning experience, encouraging students to clarify, question, and grapple with complex material together.
⏰ Activity Time: |
2-3 students share a Google document and work together to take notes. At specific points, the instructor pauses to allow students to talk to one another about the notes document. This may generate questions (one student not understanding what another wrote, or needing further explanation of an example). Pauses in lectures can also provide students with important opportunities to grapple with complex material.
Potential risks include students just designating one person from the group as the notetaker. Giving students particular roles may be helpful in mitigating this (e.g., one takes notes, another writes questions, another provides examples). (Source: Jamie Costley & Mik Fanguy, 2021) “In my large lecture, I put students in groups of three with a shared Google Doc. One was the ‘scribe,’ one the ‘clarifier,’ and one the ‘questioner.’ The conversations during pauses were invaluable, and the group notes were far more comprehensive.” 💡 Try It Now: Identify a section of your course where collaborative note-taking could be beneficial. How would you assign roles to ensure equitable participation and deeper engagement? |
In class
In a shared Google document Collaborative
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| The Question Box
Encourage critical thinking and address student curiosities by providing an anonymous outlet for questions about lecture content.
⏰ Activity Time: |
Have students write anonymous questions about the content of lectures, encouraging them to think more critically about what they are learning. Students can be asked to write these questions before, during, or after lectures.
They can then deposit them either in a physical box in the classroom or in an online forum. During subsequent classes, the instructor can incorporate these student questions and insights into presentation materials, answering particularly relevant comments. “I have a ‘Question Box’ in Canvas. Students post anonymous questions throughout the week. I start each Monday class by addressing 2-3 common or insightful questions, which often sparks great discussion.” 💡 Try It Now: Consider a complex reading or lecture. What’s one question you anticipate students might have that you could address from an anonymous “question box” in your next class? |
In class (before, during, or after lecture)
Either on paper or in an online forum Individual
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| Persona Pieces
Ignite creativity and deepen understanding by having students step into the shoes of historical or fictional figures through short, imaginative writing. ⏰ Activity Time: |
Have students role-play a particular figure (fictional, historical, or even an inanimate object related to the course) in the form of a short journal entry, letter, or internal monologue. This activity encourages empathy, creative thinking, and a deeper understanding of perspectives or concepts.
“In my philosophy class, I had students write a one-page journal entry from the perspective of a philosopher we’d studied, reacting to a modern ethical dilemma. It was a creative way to assess their grasp of complex theories.” Try It Now: Choose a key figure or concept from your course. What kind of short journal entry or letter prompt could you create for students to explore it from a different perspective? |
In class or outside of class
In notes or on Canvas (as an assignment) Individual
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| Journals
Foster ongoing reflection, critical inquiry, and a written dialogue between students and instructors, building fluency and deeper engagement with course material.
⏰ Activity Time: |
Have students write regularly in a journal. Journals provide students with time to think about course material and to engage in an ongoing written dialogue with their instructors.
As Toby Fulwiler explains, journals can help individualize learning and encourage “writers to become conscious, through language, or what is happening to them, both personally and academically.” Students can use journals to:
“I assign weekly journal prompts that ask students to connect course concepts to current events. I collect them every few weeks, and my written feedback in their journals becomes a private, ongoing conversation about their learning and interests.” Try It Now: Design one recurring journal prompt for your course that encourages students to connect course concepts to their personal experiences or ask speculative questions. |
Typically outside of class time, but time can also be devoted to journaling in class
Hard copy (a notebook) or digital (Canvas or a Google doc) Individual (regularly or occasionally reviewed by the instructor or TA)
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| Course Dictionaries
Build a collaborative glossary of key terms, examples, and illustrations, empowering students to collectively define and understand core concepts.
⏰ Activity Time: |
Have students keep a glossary of key terms in a course and produce definitions, examples, illustrations, maps, diagrams, etc.
During the first part of a course, students work to identify main terms and major concepts. During the second part, they work collaboratively to compile the course dictionary. The audience for the dictionary is students who will take the course in future semesters. “My Engineering students built a collaborative ‘Course Dictionary’ using a shared Google Doc. Each group was responsible for a set of terms, and they had to define them clearly and provide real-world examples. It became their go-to study guide.” Try It Now: Identify 3-5 essential terms from an early unit in your course. How could you structure a collaborative “course dictionary” where students define these terms for future learners? |
In class or outside of class
Could be on paper or digitally at first, then digitally to allow for sharing and compiling (consider a shared Google slide deck, Google doc, or a platform like Padlet) Individual then collaborative
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| Course Blogs
Provide a versatile platform for public-facing writing, allowing students to experiment with different forms, reflect on their process, and develop digital literacy.
⏰ Activity Time: |
Blogs are an incredibly versatile platform, combining text with visual functions and hierarchies and allowing your students to experiment and customize features. Blogs allow students to develop skills related to writing for the public. Blog writing may take many forms, including:
One concern that you will want to address early on is the issue of privacy. Though you can set certain security features on blogs, they still exist in the public domain of the internet. Establish protocols and guidelines for your students’ engagement on blogs. For instructions on setting up a WordPress blog, check out this resource from UW’s Software Training for Students. Try It Now: Identify 3-5 essential terms from an early unit in your course. How could you structure a collaborative “course dictionary” where students define these terms for future learners? |
Outside of class
Online Individual with potential to be collaborative
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