Jay Dolmage is an assistant professor
of English at the University of Waterloo. He is the
author of 
“What Do We Assign in Writing Classes?”
posted: 10.16.09 by Jay DolmageA few years ago, as I began working with colleagues to revise the curriculum for writing courses at my own institution, I did a small research project to find out what was being taught at other schools across North America. Specifically, I wanted to know what the major writing assignments looked like in courses similar to my own, and what the sequence of assignments was. Admittedly, looking only at assignments doesn’t paint the whole picture of a writing course—it only offers a vague outline. But I learned a lot from the research, and I hope that it is worth sharing.
The programs from which I retrieved this data have vastly different roles within departments, colleges, and curricular sequences. They also have vastly different goals and pedagogical approaches. That said, within my sample, similarities vastly overwhelmed differences. What I collected—results from about 60 schools—was not really a representative sample. But instead, it was a stack of snapshots. I could get the impression of a few writing program scenes.
What I recognized when I began to organize this data was that the sequence of assignments in writing courses is alarmingly uniform. Most courses begin with a personal writing assignment, and then move on to an analytical assignment, and then a primary research assignment, and then a secondary research (and/or argumentative) writing assignment. Here are a few example sequences:
| 1. Personal Narrative | 1. Literacy narrative | 1. Reasoned Personal Essay |
| 2. Rhetorical Reading | 2. Analysis of an Advertisement | 2. Comparison of Arguments |
| 3. Feature Article | 3. Summary of a Position Paper | 3. Overview of Issue/Topic |
| 4. Multi-Genre Project | 4. Synthesis of Several Articles | 4. Argument Paper |
The sequence seems to make sense—it assumes that we should begin by writing about ourselves, and then we should analyze primary texts, and then we should move slowly into research and argumentation. But the fact that nearly all classes move through a similar sequence also should raise some questions: Does this pathway cut off the possibility for overlap and inter-animation between modes of inquiry? Have our habits become too predictable? Have we subordinated some forms of writing to others?
I’ll offer some of my results here, organized into the four types of assignments I found in most sequences. If you have questions about any of these specific assignments, let me know and I’ll be glad to send you more information. I’d also be glad to send you a lengthier report on the research if you are interested.
| Personal or Expressive Writing Assignments | Analytical Writing Assignments | Primary or Preliminary Research Assignments | Secondary Research Assignments and/or Argumentative Writing Assignments |
| Reasoned Personal Essay
Encomium Memoir Assignment Personal Narrative Essay About Place Literacy Narrative Inquiring into Self Critical Autobiography Autoethnography “This I Believe” “Magazine of Your Life” Photo Essay Portrait Essay Personal Cultural/Media History Personal Exploration Essay Online Identity Essay Literacy History Significant Personal Experience Essay Position Shift Essay Descriptive Letter of Personal Experience for Further Inquiry |
Exploring Academic Discourse
Analyzing Communities Self Style Analysis Visual/Textual Interaction Analysis Comparison of Arguments Rhetorical Analysis Contextual Analysis Textual Analysis Essay Text-in-Context Essay Cultural Analysis Essay Comparison of Two Persuasive Arguments or Rhetorical Analysis Language Analysis assignment Analysis of an Advertisement’s Effect in a Particular Venue Summary and Response to a Text Rhetorical or Critical Analysis of a Text Visual Analysis Process Analysis Evaluation Causal Analysis Genre Analysis Interacting with Texts Analysis/Synthesis Critical Review Discipline Paper-Academic Discourse Analysis Discourse Analysis Rhetorical Analysis of an Advertisement Reading Images Rhetorically Sub-Cultural Analysis Lore Analysis Metaphorical Analysis Netiquette Essay Online Community Analysis |
Personal Research Essay
Interview Article Overview of Issue/Topic Conducting Primary Research: Interview Definition (extended definition of a term) What Are the Issues (finding an appropriate topic to write about) Ethnographic Observation Assignment Informative Essay with a Thesis Summary of a Position Paper and Response Synthesis of Several Articles on a Given Issue Letter and Memo Exploring an Issue Paper Definition (or Redefinition) of a Concept or Term Research-on-Research Annotated Bibliography Critical Bibliography I-Search Paper Ethnography Essay Scripted Interview Proposal |
Defining a Term in Context (using scholarly tertiary and/or secondary and primary sources)
Conducting Secondary Research (topic: educational change) Source-Based Argument Research Assignment Research Paper (specifically refers to two or more texts) Argument Based on Multiple Texts Mini-Research Paper Cause and Effect Group Project Multi-Genre Research Project Feature Article Collaborative Website Inquiry-Based Paper with Cover Letter Adbuster Creation Argument Paper Making an Argument About College Writing Argument Paper (seeking common ground or taking a stand-position paper) Argument Based on Multiple Texts Pro/Pro Arguments (arguing two sides of an issue) Final Position Paper (producing a fully developed argument) Definition-Argument Paper Manifesto/Declaration or Humorous Argument Rebuttal Argument Proposal Argument Adding to a Conversation Multi-Media Argument Researched Argument Letter to the Editor Invective |
Tags: assignment, curriculum, sequence, writing
Categories: Assignment Idea, Creating Assignments
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Read All Jay Dolmage
October 16th, 2009 at 6:24 pm
Dr. Dolmage,
You raise interesting questions to ponder and to perhaps take action upon. As a former survey writer/analyst, I would be interested in the lengthier version of your research report. I teach English Composition I, and my students have difficulty finding topics about which to write. It puzzles me, and I tell them to write about what they know and that some of their best topics can come from personal experience. I wonder if the assignment, “What Are the Issues?” helps students discover topics. We have used several techniques (freewriting, brainstorming, etc.) to discover topics or to develop topics. I have also asked students to keep a journal of their observations, reactions, opinions of assigned readings and of day-to-day life. If that assignment would help, I would be interested in more information. I am also interested in more information about the Process Analysis assignment. Thank you for sharing your study! Carolyn