Writing Assignment and
Rubric Design
ORU Boxed Luncheon
Workshop Series
October 7, 2003
Workshop Topics
 Types of Writing Assignments
 Designing Assignments
 Creating Rubrics
Types of Writing Assignments
 Informal writing-to-learn assignments
 Short (in class or out of class)
 Not necessarily graded
 Used to facilitate discussion, focus a class,
provide immediate feedback, assess progress,
begin a longer writing project
 Formal writing assignments
 Longer
 Graded
 Used to assess major concept acquisition
Informal Writing-to-Learn
Assignments
 Microtheme
 Response to scenario
 One-minute paper
 Class minutes
 Concept summary
 “Muddiest point” mini-essay
 Reading/double entry journal
 Invented dialogues and letters
Formal Writing Assignments
 Research paper
 Analysis
 Critique
 Annotated bibliography
 Review
 Formal argument
 Editorial
Assignment Design and Assessment
 Good assignment design is a prerequisite for
effective assessment
 Assessment tool follows from assignment
design
 Rubrics can be created directly from
assignment design process
Designing Effective Assignments*
 Assignment is explained in writing
 Assignment guidelines specify:
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the assignment’s purpose
the assignment’s audience
the mode of development
the assignment’s required length
the assignment’s due date
style and formatting requirements
*Adapted from University of Maryland University College, “Guiding Questions for
Developing Assignments,” www.umuc.edu/ugp/ewp/questions.html and University of Kansas
Center for Teaching Excellence, “Assignment Design,”
www.ku.edu/~cte/resources/writing/assignment_design.html
Designing Effective Assignments*
 Writing assignment is clearly linked to
significant course objectives
 Assessment criteria are specified (rubric)
 Assignment is organized and assessed in
stages
 Assignments vary during the semester to
reflect different levels of thinking and ability
(Bloom’s taxonomy)
*Adapted from University of Maryland University College, “Guiding Questions for
Developing Assignments,” www.umuc.edu/ugp/ewp/questions.html and University of Kansas
Center for Teaching Excellence, “Assignment Design,”
www.ku.edu/~cte/resources/writing/assignment_design.html
Bloom’s Taxonomy*
Bloom's Ranking of Thinking Skills
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
List
Name
Identify
Show
Define
Recognize
Recall
State
Visualize
Summarize
Explain
Interpret
Describe
Compare
Paraphrase
Differentiate
Demonstrate
Classify
Solve
Illustrate
Calculate
Use
Interpret
Relate
Manipulate
Apply
Modify
Analyze
Organize
Deduce
Contrast
Compare
Distinguish
Discuss
Plan
Devise
Design
Hypothesize
Support
Schematize
Write
Report
Justify
Evaluate
Choose
Estimate
Judge
Defend
Criticize
*Adapted from University of Maryland University College, “Guiding Questions for
Developing Assignments,” www.umuc.edu/ugp/ewp/questions.html
Guiding Questions for Developing
Assignments*
 What course objectives do I hope to advance by the
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writing assignment?
How does this assignment fit into the overall plan for
the semester?
What learning or critical thinking do I expect students
to do? (Bloom’s taxonomy)
What form should the writing take?
How can the project be segmented to allow feedback
or additional instruction?
How am I going to assess the process and the final
product?
Guiding Questions for Developing
Assignments*
 What elements of the rhetorical situation should be
reflected in the assignment?
 How will I introduce this assignment to students?
 Does this assignment require pre-teaching of course
concepts, technical vocabulary, research or writing
skills?
 Does it require special resources and/or instructions
about where to find resources?
*Adapted from University of Maryland University College, “Guiding Questions for
Developing Assignments,” www.umuc.edu/ugp/ewp/questions.html and University of Kansas
Center for Teaching Excellence, “Assignment Design,” www.ku.edu/~cte/resources/writing/
assignment_design.html
Using the Rhetorical Elements to
Assist in Designing Assignments
 Applies to assignments or individual
questions
 Identifies exactly what the instructor would
like the student to accomplish
 Allows for flexibility among levels of required
student knowledge (Freshman – Senior)
 Builds the essential components of a rubric
that can be used for evaluation
Original Student Assignment
 Give directions for setting up a croup tent.*
*Proprietary material. Please do not use without specific permission.
Rebecca E. Burnett / Iowa State University / 515-233-4506 / rburnett@iastate.edu
Rhetorical Elements
Establish or prompt attention to these elements:
 Describe context/occasion and role
 Provide sufficient and accurate content
 Identify purpose(s)
 Define and address audience(s)
 Select and organize key point(s) and
argument(s)
 Incorporate visuals
 Consider overall design
Proprietary material. Please do not use without specific permission.
Rebecca E. Burnett / Iowa State University / 515-233-4506 / rburnett@iastate.edu
Revised Student Assignment
 As a communication intern in a hospital’s pediatric unit, part
of your job is to help parents increase their involvement in
their child’s medical care. Write step-by-step directions with
appropriate headings that will enable parents to set up a
croup tent. Make sure to give reasons for using the croup
tent as well as specifics of setting it up. Include appropriate
definitions and illustrations as well as hints to make the set
up easier. Consider the advantages of explaining why
parental involvement is good (in other words, why don’t the
medical personnel do everything?). Decide whether the
information should be in a brochure or a one-page direction
sheet.*
*Proprietary material. Please do not use without specific permission.
Rebecca E. Burnett / Iowa State University / 515-233-4506 / rburnett@iastate.edu
Analysis of Assignment
 Describe context/occasion and role: location: pediatric hospital unit;
role: communication intern
 Define and address audience: parents of children with respiratory
problems
 Identify purpose: broad: increase parents’ involvement in their child’s
medical care; specific: direct parents to set up a croup tent
 Select content: reasons for using croup tent; rationale for parental
involvement; specifics of set up; hints to make set up easier;
appropriate definitions
 Organize information: chronological (“step-by-step”)
 Incorporate visuals: appropriate illustrations
 Consider overall design: headings; brochure; one-page sheet
Proprietary material. Please do not use without specific permission.
Rebecca E. Burnett / Iowa State University / 515-233-4506 / rburnett@iastate.edu
Some Rhetorical Elements
Specified by the Instructor
 You’re assigned as a communication intern in
a hospital’s pediatric unit to document
procedures for student nurses working on
their pediatric rotation. Give directions for a
pair of student nurses to set up a croup tent.
Proprietary material. Please do not use without specific permission.
Rebecca E. Burnett / Iowa State University / 515-233-4506 / rburnett@iastate.edu
Analysis of Assignment
 Describe context/occasion and role: location : hospital
pediatric unit; role: communication intern
 Define and address audience: student nurses on their
pediatric rotation
 Identify purpose: broad: must be specified by student;
specific: direct student to set up a croup tent
 Select content: must be specified by student
 Organize information: must be specified by student
 Incorporate visuals: must be specified by student
 Consider overall design: must be specified by student
Proprietary material. Please do not use without specific permission.
Rebecca E. Burnett / Iowa State University / 515-233-4506 / rburnett@iastate.edu
Can You Identify the Elements?
 Observe the sample assignment labeled
“Microtheme: Fallacies and Validity.”
 Try to identify the rhetorical elements in this
assignment.
Identifying Rhetorical Elements
 Describe context/occasion and role: location : local
magazine company; role: editor
 Define and address audience: executive editor/boss
 Identify purpose: broad: evaluate submissions for accuracy
& validity; specific: identify fallacies and analyze arguments
 Select content: must be specified by student
 Organize information: must be specified by student
 Consider overall design: a microtheme to the executive
editor; details must be specified by student
Microtheme Rubric
 Rubric follows directly from microtheme
assignment
 Rubric presented in writing
 Assessment criteria presented with the
assignment
English 305 First Day Informal
Writing-to-learn Activity
 Designed to facilitate class discussion
 Short, in-class writing (approx. 10 minutes)
 Non-graded (no rubric)
 Linked to course goal regarding the liberal
arts and liberal arts education
 Assignment purpose explained in class
 Rhetorical elements included in the “scenario”
Identifying Rhetorical Elements
 Describe context/occasion and role: context and role: graduation,
candidate coming before independent review committee
 Define and address audience: independent review committee
 Identify purpose: broad: to demonstrate changes as a result of
education; specific: to prepare a response for the committee
 Select content: specific evidence of “transformed life”
 Organize information: student determines most persuasive
method
 Incorporate visuals: none
 Consider overall design: specific evidence must be persuasive
305 Student Responses
 DiAnne Watson
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Senior Health and Exercise Science major
 Joseph Nosak
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Senior Business major
Types of Rubrics
 Holistic rubrics (microtheme example)
 Analytical rubrics
 Matrix rubrics
Principles of Rubric Design*
 Word choice
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provides for consistency of interpretation
promotes purposeful dialogue between
instructor and student
 Visual appeal
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creates a “map” of what the student must
attempt to achieve
placement of elements conveys their
significance
*Adapted from “Rubric Design Principles Guide” http://edservices.aea7.k12.ia.us/
framework/rubrics/theguide.html
Principles of Rubric Design*
 Student’s Role
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defines an active role for the student
active role increases motivation
 Correctives
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design facilitates dialogue beyond what is
wrong to what is right and how to improve
what is wrong
 Purpose
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rubric implies benefits/purpose of assignment
*Adapted from “Rubric Design Principles Guide” http://edservices.aea7.k12.ia.us/
framework/rubrics/theguide.html
Rubric Design Resources
 RubiStar
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http://rubistar.4teachers.org/index.php
 Rubric Design Principles Guide
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http://edservices.aea7.k12.ia.us/framework/
rubrics/theguide.html