Writing Better Writing Assignments
Bibliographic Data
| ID | 6100733 |
|---|---|
| Authors | Allison Rank, Allison D Rank (0000-0002-4590-6637, State University of New York at Oswego), Heather Pool (0000-0002-2276-7355, Denison University) |
| Year | 2014 |
| Volume | 47 |
| Issue | 3 |
| Pages | 675-681 |
| Publication date | 2014-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | PS Political Science & Politics (JOURNAL) |
| Journal identifiers | ISSN: 1049-0965 • E-ISSN: 1537-5935 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s1049096514000821 |
| OpenAlex | W3124339982 |
| Language | EN |
| Citations received | 1 |
| References cited | 4 |
Although most instructors care deeply about student writing, they often give little attention to the part of the writing process over which they maintain complete control: the assignment itself. Yet, the written prompt that we distribute is often where student confusion (and confused writing) begins. Using Bloom’s taxonomy as inspiration, we offer instructors a typology directly linked to course objectives, which we believe can be readily understood by student writers
Confusion · Mathematics education · Psychoanalysis · Sociology · Typology · Writing process · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Psychology
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |