Compact Writing Assignments: student-created diverse writing formats for social studies¶

Element · All elements
Evidence · 2 claims (2 for) · 2 studies (1 associational, 1 design), q2 · 0 of 2 report an effect size · 2 claims rest on one study

Description¶

Compact Writing Assignments (CWAs) are student-created writing activities piloted in Sunnyside classrooms that "introduc[e] diverse writing formats including script writing, text exchange, comic book, and response to student-driven questions." They were designed to build writing confidence, engage students in peer-to-peer feedback, and provide broader opportunities for written expression. A teacher noted that knowing the CWAs were created by students "created more buy-in, because they knew a student who knows their community was involved."

Design Implications¶

Context¶

Requirements¶

• Writing topics and formats must be relevant and interesting to students
• The student authorship of the assignments must be made visible to participating students

Constraints¶

Target Learners¶

• disengaged secondary students, particularly ninth-grade social studies students

Target Learning Goals¶

• writing confidence
• written expression
• peer-to-peer feedback
• engagement in social studies research and writing

Claims¶

• Sunnyside students participating in the Compact Writing Assignments pilot completed quarterly research papers at a rate more than 15 percent higher than non-participants [+W]
• In Pilot District 3, majorities of students agreed that Compact Writing Assignments gave them topic choice and that autonomy and varied expression formats improved engagement and writing quality [+W]

Related Elements¶

• Digital Village Square: student-designed app for sharing writing ideas and feedback

Examples¶

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Key Sources¶

• Smith, K., & Young, V. M. (2024). A New Narrative: How Unlocking the Power of R&D Through Inclusive Innovation Can Transform Education. Digital Promise, Center for Inclusive Innovation. https://digitalpromise.dspacedirect.org/items/73f2e0fa-dca8-4cd0-a8da-eb18b59453c4. doi:10.51388/20.500.12265/202