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Sequencing Assignments

Learn how to design assignment sequences that promote student skill development and progression. Explore hierarchical and non-hierarchical approaches, and discover examples of effective sequences. Consider skills such as expressivity, writing modes, argumentation, and standardness. Gain practical tips and resources for formulating your own assignment sequences.

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Sequencing Assignments

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  1. Sequencing Assignments Dr. Felicia Jean Steele Department of English steele@tcnj.edu Writing Program Workshop 9/29/2004

  2. What is an Assignment Sequence? • Hierarchical Definition • A sequence of assignments requiring increasing levels of complexity, upon which every future assignment relies. • Non-hierarchical • Unrelated assignments that move students through different “situations” or that practice different skills. • Combination of the two

  3. Examples of Sequences • Hierarchical: Assignments lead to a larger paper • Brainstorming • Researching • Drafting • Revision/Reflection • Final Draft • Can be recursive

  4. Non-hierarchical • Tasks practicing different skills • Summary • Description • Narrative • Exposition • Argument • Definition, Cause, Evaluation, Proposal • Synthesis

  5. Sequencing Writing Skills • Writing assignments can sequence writing skills • Expressivity—how important is a “voice” in your discipline? • Writing modes (exposition, narration, description)—how important is it in your discipline to be able to “tell a story” or “describe a process”? • Argumentation—how important is it for students to persuade an audience? • Standardness and disciplinary conventions

  6. How do you formulate a sequence? • Work backwards • Identify skills • What skills do you want students to have when they finish your course? • Students at the end of the first year should be able to do x, y, z • What skills do your students need to have to complete the major successfully? • Students graduating from college should be able to do x, y, z • Prioritize skills • What skills must students master before others? • When must they master them? (allows you to prepare for examinations as well)

  7. Content of Sequence • Sequenced assignments need not all be “writing assignments” • Nor must they be graded • Sequence should combine recursive and non-recursive tasks • Build revision into the sequence, for example • Allow students to build more objective writing off of more subjective writing

  8. Resources for Determining Skills • Writing Program Administrators Statement • Course Proposals • Departmental Core Values • Departmental Matrices • Professional Associations’ Lists of Competencies • Core curriculum standards • Accreditation standards

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