Options for sequencing and scaffolding writing assignments

Assignment sequences and scaffolds are most effective when you explain their purpose to your students. Students will be better able (and perhaps more willing) to meet your expectations if they understand not only the requirements for individual papers but also the larger purposes of those assignments. Be transparent with students about goals and learning objectives for your assignments and explain in writing and in person how each builds upon and relates to the previous assignment. For an example of this, see Kathleen Daly’s “Anatomy of a Well-Designed Writing Assignment.”

In what follows, we offer some common assignment sequences. This list is adapted from Brad Hughes and Rebecca Nowacek and provides examples of how instructors have scaffolded writing tasks across a semester or as a way to build toward a single assignment:

• The Scaffolded Sequence: Move from Simpler to More Complex Assignments

In this approach, students begin with simpler, more fundamental genres or ways of thinking, then move to more difficult assignments. Over the course of a semester, you might, for example, build up to a six-page critical review of several sources by having students complete: a one-page summary of one source; a two-page summary and critique of a single source; a four-page review of two sources (with revision) and so on. Use a “backwards design” strategy by defining and developing the final assignment first and then work backwards to develop the writing activities that will allow students to achieve the final result. For an example of the scaffolded sequence, see “Sequencing Smaller Assignments to Support a Semester-Long Research Paper in Sociology” and “Sequencing Tasks for a Substantial Paper in an Advanced History Course.”

• The Iterative Sequence: Repeat the Same Assignment, Varying it by Topic

In this approach, students repeat the same type of assignment, varied by subject matter. For example, in a social science or science course, students might write several experimental research reports over the course of a semester, or, in a literature course, students might compose a series of two-three page “close readings.” This approach to sequencing assumes that students will benefit from multiple opportunities to master a particular genre or skill, and that over time, that genre–the type of writing assignment–becomes familiar, even transparent, to students. It also assumes that the genre is central to your discipline and that therefore the genre offers one of the best ways for students to learn and apply the content of the course. For an example of the iterative sequence, see “A Sequence of Writing Responses In an Introductory Physics Course” or “Curriculum Scaffolding in Writing for Science Research”

• Vary the Sequence: Explore a Variety of Genres

With this approach, you vary the genre with each new assignment. In a public policy or urban planning course, for example, you might assign a book review, then a letter to the editor, and finally a policy analysis. Having a variety of assignments may make them more interesting to students and may make for more interesting reading for you. Different assignments may tap into students’ different strengths and interests. Remember, though, to ask yourself how familiar your students are with each genre and help them learn how to succeed with each. For an example of a variety of complementary prompts, see “Sequencing Short Assignments Throughout the Semester in a History Syllabus.”

• Scaffold from Concrete to More Abstract

This model comes out of research on the acquisition of new knowledge. Informal writing assignments are of particular value in this approach. This approach also offers learners the opportunity to access different regions of the brain by completing assignments in different genres, thus offering greater accessibility to different kinds of students. Here are the stages you could consider incorporating assignments. This model is drawn from John Bean’s adaptation of David Kolb’s research on cognitive styles.

• • Concrete experience assignments: Learners are introduced to new concepts and issues through watching a film or demonstration, reading a text, playing a game, or doing field observations. Ungraded, formative writing assignments would offer opportunities to share the learner’s personal observations, thoughts, and feelings during the initial experiences; raise questions; and express puzzlement.

• • Reflective observation assignments: Learners reconsider concepts and issues after reading, listening to lectures, participating in class discussions, and hearing different points of view. Assignments to support this learning stage might include journal entries that allow students to connect new material to their personal experiences and what they’ve learned previously; personal pieces based on autobiographical experiences with a topic, problem, or concept; personal reflections that encourage a questioning, open-ended, thinking-aloud-on-paper approach.

Abstract Conceptualization Assignments: Learners try to achieve an abstract understanding of the concepts and issues by mastering and internalizing their components and seeing the relationship between new material and other concepts and issues.