Students often have difficulties interpreting writing prompts, resulting in papers that stray from or even miss the requirements of the prompt. Struggling with prompts can make the entire writing process an anxiety-producing effort.
Understanding why the student is not answering the prompt is challenging in and of itself. For example, students may not have read the prompt carefully; they may have intentionally disregarded the topic as not worth writing about, or they may not have had any idea about where to begin research or obtaining further resources to successfully complete the assignment. These are only three possibilities for the challenges presented in understanding a prompt.
To assist students in understanding the writing prompt, instructors can
Present prompt in multiple formats
Students may also be having difficulty because of a disability. Preparing the prompt in alternative formats (visual, audio etc.) can benefit all students.
Answer the prompt themselves
Instructors can learn much by trying to complete their own writing assignments. This practice will help instructors create grading rubrics, ensure that their prompts are clear and concise, and prepare them to give students detailed directions so that they will come to a better understanding of the assignment.
Review the prompt in class
A good method to assess students' understanding and to clarify any lingering questions is to review the prompt in class when it is passed out, and then ask students to reiterate the prompt during the next class. Tell students to think about what the assignment is asking. "Analyze, classify, compare, contrast, define, describe, discuss, and explain" are examples of key words.
Pose interpretive questions about the prompt
- What are the purpose(s) of the assignment?
- What information do I need to complete the task?
- What problems does the topic suggest?
- Who is my audience?
Further assistance
Even after asking questions and discussing key words, there still may be students who are not comfortable with what the prompt is asking—especially if it is long. For these students, instructors may offer further assistance by:
- Recommending a writing tutor, who can help by working with the student—breaking down the prompt, piece by piece, or reading the prompt aloud.
- Being available for questions and inviting students to come to their office or to stay after class to discuss their interpretation of the prompt.
It is important for instructors to anticipate students with disabilities. Verbally explaining the prompt or providing alternative formats is appropriate.
