Thoughts on Sustained Writing

In general, sustained writing assignments require multiple skills that are simultaneously called upon—often in complex combinations—in order for the writing to be completed well. Writing calls upon a complex repertoire of abilities. Some challenges along the way to completing these larger writing assignments include

• Careful planning:

Careful planning, on the part of both student and instructor, is needed. Effective ways to help students plan and successfully complete large writing assignments include: establishing clear deadlines, offering sequenced assignments leading to the largest one, and providing both in and out-of-class chances for conversations with peers and instructors regarding major writing assignments.
– For examples of syllabi that employ careful planning, sequenced assignments, and clear deadlines that build upon one another see:
http://cstw.osu.edu/wac/resources.cfm


• Need for Models:
Actual classroom time should be devoted to some discussion or mini-modeling of key components in the large writing assignment. Students learn from models and the instructor him/herself is sometimes the best model. For example, if students are working on an annotated bibliography, the instructor might create his or her own annotation of some classroom related text to model. Or, the instructor may ask small groups to annotate a source together and then share their different annotations, discussing the good features of each example. The short time needed to model these tasks is time well invested.


• Additional Reading and Research:

Sustained writing assignments may be difficult for the student to complete for any of (or all) of the following reasons:

- Lack of knowledge about how to use online or library resources and databases
• Instructors should take time in class to at least point students in the direction of such resources.
• Instructors should offer a list of good resources as well as a guide to using them.

- Lack of access to computers based on personal financial limitations
• Instructors should make sure accessible computer labs are available on campus for their students to use.
• Instructors should make sure students are informed of the locations and availability of computers labs they can use.

- Difficulty using inaccessible Internet, Electronic, & Digital Media Sources:
• Writing a research paper or completing many other sustained writing assignments often entails using the Internet or electronic sources. Some students with disabilities may face challenges of access--to the Internet and such sources as digitized videos, email, PDF files. Students with vision impairments, for example, may not find their screen reading programs compatible with various electronic information sources; students with hearing impairments may find important visual, digital media material uncaptioned or untranscribed.

- Difficulty comprehending some materials due to a lack of complex, discipline-specific knowledge and reading skills:
• Teach students how to read the course and disciplinary material; again, model these skills.