WHAT WE SAY, WHAT THEY HEAR
Assignments Lost in Translation
Presented by
Janet Auten and Veronica Garrison-Joyner
The Writing Center
INTRODUCTION
• The conflicting expectations and assumptions of students
and faculty about assignments can interfere with teaching
and learning.
• We have seen the result in the Writing Center’s work one-toone with hundreds of undergraduate and graduate
students.
FOR THE NEXT HOUR…
• We’ll look at some ways that misunderstandings occur, drawing on
research in our field of rhetoric and composition and education as well as
insights from Writing Center experiences.
• We’ll examine HOW and WHY
students misinterpret assignments
• We’ll offer some strategies for creating writing assignments that
minimize misunderstanding
• We’ll engage with you in discussing ways to help students interpret your
assignments
• We plan to have plenty of time for an assignment workshop
HOW DO STUDENTS
MISINTERPRET ASSIGNMENTS?
What we say...
"Analyze the text."
What it means...
"Separate into constituent
parts and examine
critically."
What they hear...
"Analyze the text?
What does that even
mean?"
She must want me
to explain it and
add my own
commentary.
“ WHEN A QUESTION IS NOT CLEAR, IT BECOMES THE
STUDENT’S RESPONSIBILITY TO CONSTRUCT A CLEAR
QUESTION AND THEN ANSWER IT.
Edward M. White
From Assigning, Responding, Evaluating: A Writing Teacher's Guide
”
What we say..
"Synthesize the ideas
discussed in these texts."
What it means...
"Combine or bring
together different parts or
ideas"
What they hear...
"Synthesize..."
Write one essay
about all of
these ideas?
When students do not understand exactly
what they are expected to do, the confusion
often leads to a sense of being overwhelmed,
or an urge to over-analyze the question.
What we say..
"Discuss one of the
following issues."
What it means...
"Explain or consider by
argument, comment, etc.
Explore and evaluate the
value of possible solutions."
What they hear...
"Discuss? Great! All I
need to do is
summarize the issues."
OTHER EXAMPLES OF
MISINTERPRETATION
What teacher says...
• "Explain - "
What student hears...
• "Summarizel"
• "render understandable by making
clear or plain; make known in
detail"
• "Compare and Contrast - "
• "look at/evaluate similarities and
differences"
• "Summarize, twice"
“
THE PROBLEM IS NOT THAT TEACHERS OR STUDENTS
DO NOT UNDERSTAND WHAT THE TERMS MEAN; THE
FACT IS THAT THE TERMS HAVE NO FIXED MEANING
AND CAN MEAN WHATEVER THE TEACHER EXPECTS
THEM TO MEAN.
-White
”
Why do students
misinterpret assignments?
STUDENTS MISINTERPRET ASSIGNMENTS
BECAUSE…..
1. They don’t realize that assignments
embody teachers’ expectations.
2. They lack effective strategies for
interpreting assignments.
3. They are used to diving in to
straightforward assignments (based
on previous school experience).
WHY STUDENTS MISINTERPRET
ASSIGNMENTS...
• Especially at American University, where the population is so
diverse, students come to class from a variety of academic
experiences.
• Quite often, those experiences may contribute to students'
misconceptions regarding the objectives, criteria, and
necessary actions involved in completing assignments.
• Many students require a reeducation in the interpretation
and completion of assignments.
What do we assume students can and
will do with a writing “ASSIGNMENT?”
Our “ASSIGNMENT” expects students to

Understand Assignment/Requirements

Comply with the Prompt (and Rubric, if given)

Make Sure Resulting paper Meets Professor
Expectations
WHAT WE SEE IN OUR WRITING CENTER
WRITING CENTER CONSULTANTS ARE
COMMUNICATION MEDIATORS
● Our role: Helping frustrated
and confused students
interpret assignments.
● Consultants (as peers)have
advantage – not
graders/evaluators; a
sympathetic ear; a peer
guide to academic writing
WHAT DO SCHOLARS SAY?
AU’s Writing Center benefits from ample research and
advice on dealing with assignment interpretation issues
• “…students believe the purpose of all
their writing is transactive: they expect
the teacher to want information. As a
“It is apparent that some students increasingly hate
and fear the writing process itself…Teaching writing
as a process is supposed to ease the student’s
result, they confuse the teacher’s desire
anxiety, but we have to be aware that the process
for detail with a need for facts.”
can be pressed only so far before we bring about a
situation of diminishing returns.”
-Jane Bowman Smith
Writing Center Journal
-Virginia Downs
WLN: A Journal of WCenter Scholarship
CYCLE OF CONFUSION
Student misinterpretation can lead to
a cycle of confusion
and inadequate revisions.
KEY ISSUE: ASSIGNMENT WORDING
•
We see students consistently
fail to focus on the meaning
of “command words,” like…
Analyze
Summarize
Argue
KEY ISSUE: PRIORITIES
• Sometimes, the use of more than one
“command word” can confuse students.
• They may incorrectly prioritize one part of the
assignment.
HOW DO WRITING CENTERS
ADDRESS INTERPRETATION ISSUES?
• Engaging with Assignment Sheets: We talk to students about
identifying, physically underlining or highlighting command
words.
• Relational Knowledge: Sometimes it is helpful to refer to past
assignments if this project is linked to previous work for a class.
Focus on identifying the goal.
• Open Communication Lines: Prompt students to email or
meet with professors to clarify/ask questions.
ASSIGNMENT SHEET CHALLENGES
•
Inevitably, assignment sheet format and content
will reflect expectations specific to disciplines.
Wording changes/question structure may not
always be flexible.
•
Even with the right tools, students still may not “get
it.” We see students who put up emotional barriers
when they find an assignment, class or professor
too intimidating or frustrating.
HOW CAN WE CRAFT
BETTER ASSIGNMENTS?
CONSIDER YOUR PURPOSE AND AUDIENCE
IN WRITING THE ASSIGNMENT
• What are your goals for student learning?
• What are your expectations of this paper?
• What concepts, approaches, and terms should students use?
What key words?
• How is the genre and necessity made clear?
• How does it make sense in the context of your course?
WRITE WITH CLEAR DIRECTION
•
•
•
•
Guide (rather than prescribe) thinking
Suggest how students should proceed
Convey the goals, purpose of the paper
Clearly state your expectations – in order of importance
[ie. Don’t drown students in formatting directions so that they
misperceive your main concern.]
TAKE TIME TO EXPLAIN IN CLASS
• Talk to students about the language of critical thinking and analysis in your
field before you even assign a paper.
• Point out in class the kind of analysis, research, and/or discussion you value
[for example: “Notice what kind of evidence “counts” in ___(history,
international diplomacy, music theory, etc.)]
• Offer examples of effective paragraphs, thesis statements, sources, and/or
topics.
SO IS THIS THE WAY TO DO THAT?
• Assignment A:
“Choose one of the articles we have read so
far, and write about its argument.”
NOT SO GOOD? OKAY, SO SPELL IT OUT…
(BUT WHAT HAPPENS TO THINKING AND LEARNING?)
• Assignment B:
Choose two contrasting articles from the ones we have read so far in
the course and compare and contrast the ways they present their
arguments by using the chart on page 36 of your textbook. First,
summarize each argument carefully, then show why the other article is
different or similar on each point. Conclude by listing the main ways
the two articles differ. Then discuss which argument is better and why.
LET’S TALK ABOUT HOW TO FIND A
BALANCE…..
It’s YOUR turn!
SOURCES…..
Downs,Virginia. “What do english teacher’s want?”
http://casebuilder.rhet.ualr.edu/wcrp/publications/wcj/wcj2.2/wcj2.2_downs.pdf
Rank, Allison and Heather Pool,. “Writing Better Writing Assignments”
PS, Political Science & Politics 47.3 (Jul 2014): 675-681.
Smith, Jane Bowman. Writing Center Journal,
http://casebuilder.rhet.ualr.edu/wcrp/publications/wcj/wcj10.2/10.2_Smith.pdf