The challenge of developing a thought provoking, meaningful written assignment, is one of the more formidable challenges I foresee as an educator. How to make the requirements of the assignment clear and concise, without squelching the authors creativity, as well as how draw upon the students prior writing experience, and to develop on the expertise brought into the classroom, is undeniably perplexing. In the Nelson article; the varying degrees in which the profiled instructors chose develop and run their course assignments, caused me to wonder how to create a stimulating, transferable, class assignment. Creating a set of guidelines that are too strict, seem to have a counterproductive effect on the writing process, but leaving the assignment overly open to individual interpretation, could cause the student to misinterpret the requirements.
The concept of an instructor who is actively engaged in the writing process appears to be a positive contributing factor towards the engagement of the student in the assignment. Vague comments on completed work, as well as denied re-submission of the needs-improvement literary work can be an inhibitor towards the students progression. Shipka’s ideas behind developing a new language to better fit our new forms of literacy can be viewed as a way to incorporate the students prior/existing knowledge of today’s increasingly prolific technological literacy tools as well.