Visitors to this site are welcome to download and print these guidelines.
Checksheet 1: (thanks to Kate Kiefer and Donna Lecourt)
Have I
written out the assignment so that students can take away a copy of the precise task?
made clear which course goals this writing task helps students meet?
specified the audience and purpose of the assignment?
outlined clearly all required sub-parts of the assignment (if any)?
included my grading criteria on the assignment sheet?
pointed students toward appropriate prewriting activities or sources of information?
specified the format of the final draft (including documentation, headings or sections, page layout)?
given students models or appropriate samples?
set a schedule that will encourage students to review each other's drafts and revise their drafts?
Checksheet 2: (thanks to Jean Wyrick)
Is the assignment written clearly on the board or on a handout?
Do the instructions explain the purpose(s) of the assignment?
Does the assignment fit the purpose?
Is the assignment stated in precise language that cannot be misunderstood?
If choices are possible, are these options clearly marked?
Are there instructions for the appropriate format? (examples: length? typed? cover sheet? type of document?)
Are there any special instructions, such as use of a particular citation format or kinds of headings? If so, are these clearly stated?
Is the due date clearly visible? (Are late assignments accepted? If so, any penalty?)
Are any potential problems anticipated and explained?
Are the grading criteria spelled out as specifically as possible? How much does content count? Organization? Writing skills? One grade or separate grades on form and content? Etc.
Does the grading criteria section specifically indicate which writing skills the teacher considers important as well as the various aspects of content?
What part of the course grade is this assignment?
Does the assignment include use of models (strong, average, weak) or samples outlines?
