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This article explores the concept of scaffolding in writing assignments and provides examples of how to effectively scaffold students' learning. It emphasizes the importance of starting with students' experiences and language, discussing relevant terms, participating as research subjects, working in groups, using evaluation rubrics, maintaining reading journals, and involving students in developing scaffolding resources. A writing sequence example is also provided.
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SequencingWriting Assignments NSU Write from the Start Writing and Communication Centerwww.nova.edu/wcc
Examples of scaffolding: Starting with students’ experience/language Discussion of terms that students will encounter in assigned reading Participating as research subject before designing own experiment Working as group before working individually Working with evaluation rubrics before final assessment Maintaining a reading journal to practice summary and argument Remember, students can be involved in developing scaffolding as well, creating resources or acting as discussion leaders
Example of a writing sequence: TEXTPRODUCED LEARNINGFOCUS
Building on another sequence: TEXTPRODUCED LEARNINGFOCUS
Questions? www.nova.edu/wccwcc@nova.edu
