Student Writing Problems-- Faculty Challenges & Solutions
Student Problem (1)
• Students perform poorly on writing assignments
Symptoms in Writing:• No development or depth of ideas• Lack clarity and continuity• Poor basic writing mechanics
Assignment Challenge Checklist (1)
• Do students understand the assignment, including the essay format (an analysis, proposal, comparison essay)? Have I explained what that format requires?
• Do students understand disciplinary terms that I use in instructions (literature review, executive summary, case analysis)?
• Have I indicated the subtopics or degree of specificity that I would like students to address?
Assignment Challenge Checklist (1)
• Have I explained the intended audience?• Have I stressed the importance of proofreading
and spell check?• Have I provided resources and references for
basic writing problems?• Can the students handle the readings I assigned
to them?
Solutions (1)
• Make assignment instructions explicit and clear, including the subtopics, degree of specificity, and intended audience
• Explain all disciplinary terms and provide examples
• Create a discussion board conversation addressing and answering student questions about larger assignment
• Consider using drafts to encourage revision
Solutions (1)
• Have students post their thesis statements on the discussion board and ask for peer review with a focus on argument and possibility of arguing it well under time/ length constraints
• Record and post your instructions on an audio file so students can hear you explaining it
• Suggest or require E-tutoring for students who know they need writing help
• Point students to online resources and style manuals, for example: Purdue Owl
Student Problem (2)
• Students unresponsive to assignment
Symptoms in Writing:• Don’t follow directions• Address only a portion of assignment• Off-topic or tangential responses• Seem disengaged or lacking interest
Assignment Challenge (2)
• Are my instructions clear and how do I know?• When appropriate, is there more than one choice
offered?• When appropriate, do I allow students to use
media?• Do I create a space online or face-to-face for
students to ask questions or share ideas? • Do my instructions suggest a predetermined answer
when I didn’t intend it?
Solutions (2)
• Align assignments with readings, activities and learning outcomes for course
• Scaffold the assignment• Have a forum on
blackboard to allow students to ask questions or for discussion
• Provide a choice of assignments, including creative assignments, such as interviews
• Include options that use media, such as posting writing assignments onto blogs, video narration, including a photo gallery
Student Problem (3)
• Plagiarism • Poor Use of Quotations
Symptoms in Writing:• Students are cutting and pasting from the Internet • Quotations are improperly introduced, cited, and
explained (dropped quotations)• Citations are wrong or inconsistent to an
acceptable style
Assignment Challenge Checklist (3)
• Do my students know how to cite and quote correctly?
• Does my assignment stress the importance of citations?
• Is my assignment at an appropriate level for students who may have never written a research paper before?
• Are my students focused on matters of content, rather than attribution?
• Have I explained to my students why plagiarism is wrong?
Assignment Challenge Checklist (3)
• Have I reduced the odds of plagiarism through efficient design of the assignment?
Solutions (3)
• Require students to complete Low Stakes Assignments on how to introduce/interpret or “Sandwich” quotes
• Make sure your assignments have proper instructions for quoting and citing
• Encourage your students to use a specific citing style
• Provide examples related to issue
• Scaffold to break assignment down into steps, with explanations that help students along the way
• Encourage students to develop their voice through private reading journals or blogs
• Make it clear that you want to hear students’ voices
• Refer students to CUNY’s plagiarism website and explain it’s importance
Solutions (3)
• Make an assignment topic specific; if it is too broad, you are inviting plagiarism
• Require students to incorporate something discussed in class discussion
• Use drafts to monitor students’ progress
• Make it clear that you want to hear students’ voices
Student Problem (4)
• Feedback Issues: Students don’t seem to improve from assignment to assignment
Symptoms in Writing:• Students repeat mistakes and cannot identify error
patterns • Students have consistent problems with the same
assignment for a course you teach in successive semesters
Assignment Challenge Checklist (4)
• Have I provided any positive feedback or words of encouragement?
• Have I provided clear grading criteria or rubrics for the assignment?
Solutions (4)
• Clearly explain the comments you give students. What can they specifically do to write better? What is a consistent error they can fix?
• Ask students to peer review each other’s work using a rubric you supply
• Scaffold successive drafts for a formal paper
• Give students a reflective assignment assessing their progression. Consider using blogs for this purpose
Solutions (4)
• Provide non-graded comments through assignments that are posted on Blackboard. Digital feedback provides students with time for deeper reflection
• Integrate E-portfolio into your writing assignments so students can a) see their writing evolve over time (the semester and their academic careers) and b) put extra effort into their assignments as they will want to show their pages to classmates/family/friends/employers
Solutions (4)
• Give students encouragement before you critique them. Be careful not to destroy their confidence
• Use familiarity when making comments
• Recognize students for improving upon previous assignments. Encourage them not to start from scratch for each draft
• Have students write a cover letter in which they can give a ‘soft critique’ on their own work, focusing on strengths and weaknesses
• Provide and refer to comprehensive rubrics and grading criteria