Some Tuesdays – On Staging Writing Assignments

What is “staging”?

Sequencing writing assignments and activities (both inside and outside class) to allow ample time to develop ideas and refine writing~

What are some problems for which staging can be a solution?

For students: Poor planning/inadequate time can often mean an assignment gets done all at once and often poorly.

For faculty: Poor planning/inadequate time can mean disappointing results and challenges in evaluating final products.

For both: Being overwhelmed and dispirited by the process without quality written results~

What are some guidelines for staging writing assignments?

Here are some examples (adapted from John Bean, Engaging Ideas) from thePaceUniversity website [Note: The bracketed items are my editorializing comments – C. Werder]

No matter what type of major writing is assigned, students will write better and learn more if they have the opportunity to complete brief assignments that gradually build to longer writing projects.

  1. One approach is to assign short writing assignments that introduce research skills [or writing moves needed in doing research]:for example,summarizing/abstracting articles, [exploring questions/hypotheses/claims in] micro themes, analyses and comparisons of two different articles, offering short arguments based on research data.
  2. Another approach is to devise a structured assignment that breaks a longer research project into stages: for example: explore topics in journal; summarize two journal articles related to topic; complete a prospectus or proposal about research; write an exploratory essay on research topic; complete a rough draft and do peer review workshop; submit a 200-word abstract of research argument; submit final research paper.

Some Ideas for Monitoring and Sequencing Writing Assignment:

  1. Give problem-focused assignment, or one that asks students to defend and/or refute a proposition, or answer a question. [Or give an assignment that has an explicit rhetorical purpose, for example, to explain an insight/claim that runs counter to popular opinion.]
  2. Incorporate non-graded exploratory writing.
  3. Build in time to have students talk about their writing. [Consider using “talking drafts.”]
  4. Have students submit (or bring to class) preliminary proposals, focus statements, and drafts.
  5. Have students submit all drafts and notes with final essays.
  6. Allow rewrites of essays or parts of essays.
  7. Hold to high standards and develop criteria for evaluating final essays.
  8. Provide models of excellent student essays [as well as a range of mediocre to bad ones

See other side for other “Useful Links on Staging/Sequencing Writing Assignments.

Useful Links on Staging/Sequencing Writing Assignments

Writing Across the Curriculum at BMCC (Borough of Manhattan CC)

Web address:

Overview: Provides a structure for designing class assignments to help better students as writers while still advancing instructor’s goal/focus for a particular assignment before the term ends. Suggests starting at the end, with what we want learners to know and do and work backwards to assignments. Argues for two kinds of writing assignments: both informal, low-stake writing and formal, high stake writing. It also states that instructors should bestow certain “privileges” on student writers including a rubric or checklist and a sample paper.

Teaching at UGA (University of Georgia)

Web address:

Overview: Gives data-driven claims about the importance of “intensive writing” and goes on to provide steps of what an instructor can do to make lessons more effective, including how to sequence writing assignments to achieve course goals.

Writing in the Disciplines at LaGuardia CC

Web address:

Overview: Talks about the “scaffolding” value of sequencing writing assignments. Gives a simple and short explanation of the “need” for various kinds of assignments and rationales for why they are needed, especially the value of informal, low-stakes writing assignments. Presents guidelines for staging assignments.

Creating Writing Assignments at MIT (Massachusetts Institute of Technology)

Web address:

Overview: Offers four related categories with detail in each: Creating Effective Assignments, Checking Assignments, Sequencing Writing Assignments, and Selecting and Effective Writing Assignment Format.

University of Virginia Teaching Resource Center

Web address:

Overview: Offers a clear rationale for how novices in a field need the scaffolding provided by sequencing writing assignments because they frequently lack an understanding of how certain intellectual moves are connected with each. Presents examples of writing assignments designed to advance various stages of researching.