STAGES IN ASSIGNMENT WRITING

Stages in Assignment Writing

Stages in Assignment Writing

Introduction

Even though several volumes are filled with suggestions for designing effective writing assignments, they give little, if any, guidance on what to call these assignments. But we can make some inferences from the advice that is provided. White (1994) suggested some questions instructors might ask themselves when drafting and reviewing their writing assignments:

Whead covering do I desire students to do?

Is it worth doing? Why?

Is it intriguing and appropriate?

What will it educate the students—specifically?

How does it fit my objectives at this issue in the course?

What will the allotment notify me?

What is being assessed?

Does the task have significance out-of-doors as well as inside the class setting? (p. 22)

Instructors' answers to all of White's questions should influence their naming of a writing assignment—particularly what they want students to do and what the assignment is teaching. Along the same lines, Bean (1996) stressed that a good writing assignment helps students acquire a discipline's discourse, including its “characteristic methods of inquiry, analysis, and argumentation” (pp. 95-96). But if an assignment is misnamed, students may not realize that they are learning essential skills or genres for their discipline. For example, simply labeling an assignment Paper 3 or Final Paper, for class-management purposes, as opposed to Financial Analysis, for pedagogical purposes, hides information and could ultimately impede students' understanding that they are learning to perform a financial analysis. (Zinsser, 2001, 35-75)

When composing assignments, you are needed to believe apparently and critically, use valid evidence, and make well-structured and logical parts of writing. This applies broadly in all learned areas of study (disciplines). (White, 1994, 173-193)

The composing you are required to do for your subjects (units) can engage a range of text types:

essays

reports

papers founded on case studies

literature reviews

short responses and difficulty explaining of tutorial questions.

Have you ever marvelled why in writing assignments are such a well liked way of considering scholar learning? It is because composing is both: (Walvoord & McCarthy, 1990, 35-75)

aproduct of discovering (your completed allotment displays your discovering)

a tool for learning (through the process of writing, writers can clarify their thoughts and refine their understanding).

Skimming

Skimming engages running your eye very rapidly over large chunks of text. It's different from gaining an overview, because when skimming you deal with the body of the text. You are trying to pick up some of the key ideas without paying attention to detail. It's a fast process. Asingle section should take only a few minutes. You would choose to skim read if there is very little altered publish to gain an overview of a text. Skimming adds further information to an overview, and may allow you to avoid further reading. (Russell, 1991, 173-193)

Writing Stages and Strategies

There are innumerable ways to write effectively, but many experts and seasoned professional writers have the same opinion in regard to the procedures they follow. These procedures are consistent with any writing project, including but not limited to academic articles, books, personal narratives, fiction, poems, ethnographies, and other nonfiction ...