writing assignment difficult or easy

Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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How to write the best college assignments.

By Lois Weldon

When it comes to writing assignments, it is difficult to find a conceptualized guide with clear and simple tips that are easy to follow. That’s exactly what this guide will provide: few simple tips on how to write great assignments, right when you need them. Some of these points will probably be familiar to you, but there is no harm in being reminded of the most important things before you start writing the assignments, which are usually determining on your credits.

The most important aspects: Outline and Introduction

Preparation is the key to success, especially when it comes to academic assignments. It is recommended to always write an outline before you start writing the actual assignment. The outline should include the main points of discussion, which will keep you focused throughout the work and will make your key points clearly defined. Outlining the assignment will save you a lot of time because it will organize your thoughts and make your literature searches much easier. The outline will also help you to create different sections and divide up the word count between them, which will make the assignment more organized.

The introduction is the next important part you should focus on. This is the part that defines the quality of your assignment in the eyes of the reader. The introduction must include a brief background on the main points of discussion, the purpose of developing such work and clear indications on how the assignment is being organized. Keep this part brief, within one or two paragraphs.

This is an example of including the above mentioned points into the introduction of an assignment that elaborates the topic of obesity reaching proportions:

Background : The twenty first century is characterized by many public health challenges, among which obesity takes a major part. The increasing prevalence of obesity is creating an alarming situation in both developed and developing regions of the world.

Structure and aim : This assignment will elaborate and discuss the specific pattern of obesity epidemic development, as well as its epidemiology. Debt, trade and globalization will also be analyzed as factors that led to escalation of the problem. Moreover, the assignment will discuss the governmental interventions that make efforts to address this issue.

Practical tips on assignment writing

Here are some practical tips that will keep your work focused and effective:

–         Critical thinking – Academic writing has to be characterized by critical thinking, not only to provide the work with the needed level, but also because it takes part in the final mark.

–         Continuity of ideas – When you get to the middle of assignment, things can get confusing. You have to make sure that the ideas are flowing continuously within and between paragraphs, so the reader will be enabled to follow the argument easily. Dividing the work in different paragraphs is very important for this purpose.

–         Usage of ‘you’ and ‘I’ – According to the academic writing standards, the assignments should be written in an impersonal language, which means that the usage of ‘you’ and ‘I’ should be avoided. The only acceptable way of building your arguments is by using opinions and evidence from authoritative sources.

–         Referencing – this part of the assignment is extremely important and it takes a big part in the final mark. Make sure to use either Vancouver or Harvard referencing systems, and use the same system in the bibliography and while citing work of other sources within the text.  

–         Usage of examples – A clear understanding on your assignment’s topic should be provided by comparing different sources and identifying their strengths and weaknesses in an objective manner. This is the part where you should show how the knowledge can be applied into practice.

–         Numbering and bullets – Instead of using numbering and bullets, the academic writing style prefers the usage of paragraphs.

–         Including figures and tables – The figures and tables are an effective way of conveying information to the reader in a clear manner, without disturbing the word count. Each figure and table should have clear headings and you should make sure to mention their sources in the bibliography.

–         Word count – the word count of your assignment mustn’t be far above or far below the required word count. The outline will provide you with help in this aspect, so make sure to plan the work in order to keep it within the boundaries.

The importance of an effective conclusion

The conclusion of your assignment is your ultimate chance to provide powerful arguments that will impress the reader. The conclusion in academic writing is usually expressed through three main parts:

–         Stating the context and aim of the assignment

–         Summarizing the main points briefly

–         Providing final comments with consideration of the future (discussing clear examples of things that can be done in order to improve the situation concerning your topic of discussion).

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Lois Weldon is writer at  Uk.bestdissertation.com . Lives happily at London with her husband and lovely daughter. Adores writing tips for students. Passionate about Star Wars and yoga.

7 comments on “How To Write The Best College Assignments”

Extremely useful tip for students wanting to score well on their assignments. I concur with the writer that writing an outline before ACTUALLY starting to write assignments is extremely important. I have observed students who start off quite well but they tend to lose focus in between which causes them to lose marks. So an outline helps them to maintain the theme focused.

Hello Great information…. write assignments

Well elabrated

Thanks for the information. This site has amazing articles. Looking forward to continuing on this site.

This article is certainly going to help student . Well written.

Really good, thanks

Practical tips on assignment writing, the’re fantastic. Thank you!

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5 tips on writing better university assignments

Lecturer in Student Learning and Communication Development, University of Sydney

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Alexandra Garcia does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

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University life comes with its share of challenges. One of these is writing longer assignments that require higher information, communication and critical thinking skills than what you might have been used to in high school. Here are five tips to help you get ahead.

1. Use all available sources of information

Beyond instructions and deadlines, lecturers make available an increasing number of resources. But students often overlook these.

For example, to understand how your assignment will be graded, you can examine the rubric . This is a chart indicating what you need to do to obtain a high distinction, a credit or a pass, as well as the course objectives – also known as “learning outcomes”.

Other resources include lecture recordings, reading lists, sample assignments and discussion boards. All this information is usually put together in an online platform called a learning management system (LMS). Examples include Blackboard , Moodle , Canvas and iLearn . Research shows students who use their LMS more frequently tend to obtain higher final grades.

If after scrolling through your LMS you still have questions about your assignment, you can check your lecturer’s consultation hours.

2. Take referencing seriously

Plagiarism – using somebody else’s words or ideas without attribution – is a serious offence at university. It is a form of cheating.

In many cases, though, students are unaware they have cheated. They are simply not familiar with referencing styles – such as APA , Harvard , Vancouver , Chicago , etc – or lack the skills to put the information from their sources into their own words.

To avoid making this mistake, you may approach your university’s library, which is likely to offer face-to-face workshops or online resources on referencing. Academic support units may also help with paraphrasing.

You can also use referencing management software, such as EndNote or Mendeley . You can then store your sources, retrieve citations and create reference lists with only a few clicks. For undergraduate students, Zotero has been recommended as it seems to be more user-friendly.

Using this kind of software will certainly save you time searching for and formatting references. However, you still need to become familiar with the citation style in your discipline and revise the formatting accordingly.

3. Plan before you write

If you were to build a house, you wouldn’t start by laying bricks at random. You’d start with a blueprint. Likewise, writing an academic paper requires careful planning: you need to decide the number of sections, their organisation, and the information and sources you will include in each.

Research shows students who prepare detailed outlines produce higher-quality texts. Planning will not only help you get better grades, but will also reduce the time you spend staring blankly at the screen thinking about what to write next.

During the planning stage, using programs like OneNote from Microsoft Office or Outline for Mac can make the task easier as they allow you to organise information in tabs. These bits of information can be easily rearranged for later drafting. Navigating through the tabs is also easier than scrolling through a long Word file.

4. Choose the right words

Which of these sentences is more appropriate for an assignment?

a. “This paper talks about why the planet is getting hotter”, or b. “This paper examines the causes of climate change”.

The written language used at university is more formal and technical than the language you normally use in social media or while chatting with your friends. Academic words tend to be longer and their meaning is also more precise. “Climate change” implies more than just the planet “getting hotter”.

To find the right words, you can use SkELL , which shows you the words that appear more frequently, with your search entry categorised grammatically. For example, if you enter “paper”, it will tell you it is often the subject of verbs such as “present”, “describe”, “examine” and “discuss”.

Another option is the Writefull app, which does a similar job without having to use an online browser.

5. Edit and proofread

If you’re typing the last paragraph of the assignment ten minutes before the deadline, you will be missing a very important step in the writing process: editing and proofreading your text. A 2018 study found a group of university students did significantly better in a test after incorporating the process of planning, drafting and editing in their writing.

You probably already know to check the spelling of a word if it appears underlined in red. You may even use a grammar checker such as Grammarly . However, no software to date can detect every error and it is not uncommon to be given inaccurate suggestions.

So, in addition to your choice of proofreader, you need to improve and expand your grammar knowledge. Check with the academic support services at your university if they offer any relevant courses.

Written communication is a skill that requires effort and dedication. That’s why universities are investing in support services – face-to-face workshops, individual consultations, and online courses – to help students in this process. You can also take advantage of a wide range of web-based resources such as spell checkers, vocabulary tools and referencing software – many of them free.

Improving your written communication will help you succeed at university and beyond.

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Understanding Writing Assignments

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How to Decipher the Paper Assignment

Many instructors write their assignment prompts differently. By following a few steps, you can better understand the requirements for the assignment. The best way, as always, is to ask the instructor about anything confusing.

• Read the prompt the entire way through once. This gives you an overall view of what is going on.
• Underline or circle the portions that you absolutely must know. This information may include due date, research (source) requirements, page length, and format (MLA, APA, CMS).
• Underline or circle important phrases. You should know your instructor at least a little by now - what phrases do they use in class? Does he repeatedly say a specific word? If these are in the prompt, you know the instructor wants you to use them in the assignment.
• Think about how you will address the prompt. The prompt contains clues on how to write the assignment. Your instructor will often describe the ideas they want discussed either in questions, in bullet points, or in the text of the prompt. Think about each of these sentences and number them so that you can write a paragraph or section of your essay on that portion if necessary.
• Rank ideas in descending order, from most important to least important. Instructors may include more questions or talking points than you can cover in your assignment, so rank them in the order you think is more important. One area of the prompt may be more interesting to you than another.
• Ask your instructor questions if you have any.

After you are finished with these steps, ask yourself the following:

• What is the purpose of this assignment? Is my purpose to provide information without forming an argument, to construct an argument based on research, or analyze a poem and discuss its imagery?
• Who is my audience? Is my instructor my only audience? Who else might read this? Will it be posted online? What are my readers' needs and expectations?
• What resources do I need to begin work? Do I need to conduct literature (hermeneutic or historical) research, or do I need to review important literature on the topic and then conduct empirical research, such as a survey or an observation? How many sources are required?
• Who - beyond my instructor - can I contact to help me if I have questions? Do you have a writing lab or student service center that offers tutorials in writing?

(Notes on prompts made in blue )

Poster or Song Analysis: Poster or Song? Poster!

Goals : To systematically consider the rhetorical choices made in either a poster or a song. She says that all the time.

Things to Consider: ah- talking points

• how the poster addresses its audience and is affected by context I'll do this first - 1.
• general layout, use of color, contours of light and shade, etc.
• use of contrast, alignment, repetition, and proximity C.A.R.P. They say that, too. I'll do this third - 3.
• the point of view the viewer is invited to take, poses of figures in the poster, etc. any text that may be present
• possible cultural ramifications or social issues that have bearing I'll cover this second - 2.
• ethical implications
• how the poster affects us emotionally, or what mood it evokes
• the poster's implicit argument and its effectiveness said that was important in class, so I'll discuss this last - 4.
• how the song addresses its audience
• lyrics: how they rhyme, repeat, what they say
• use of music, tempo, different instruments
• possible cultural ramifications or social issues that have bearing
• emotional effects
• the implicit argument and its effectiveness

These thinking points are not a step-by-step guideline on how to write your paper; instead, they are various means through which you can approach the subject. I do expect to see at least a few of them addressed, and there are other aspects that may be pertinent to your choice that have not been included in these lists. You will want to find a central idea and base your argument around that. Additionally, you must include a copy of the poster or song that you are working with. Really important!

I will be your audience. This is a formal paper, and you should use academic conventions throughout.

Length: 4 pages Format: Typed, double-spaced, 10-12 point Times New Roman, 1 inch margins I need to remember the format stuff. I messed this up last time =(

Academic Argument Essay

5-7 pages, Times New Roman 12 pt. font, 1 inch margins.

Minimum of five cited sources: 3 must be from academic journals or books

• Design Plan due: Thurs. 10/19
• Rough Draft due: Monday 10/30
• Final Draft due: Thurs. 11/9

Remember this! I missed the deadline last time

The design plan is simply a statement of purpose, as described on pages 40-41 of the book, and an outline. The outline may be formal, as we discussed in class, or a printout of an Open Mind project. It must be a minimum of 1 page typed information, plus 1 page outline.

This project is an expansion of your opinion editorial. While you should avoid repeating any of your exact phrases from Project 2, you may reuse some of the same ideas. Your topic should be similar. You must use research to support your position, and you must also demonstrate a fairly thorough knowledge of any opposing position(s). 2 things to do - my position and the opposite.

Your essay should begin with an introduction that encapsulates your topic and indicates 1 the general trajectory of your argument. You need to have a discernable thesis that appears early in your paper. Your conclusion should restate the thesis in different words, 2 and then draw some additional meaningful analysis out of the developments of your argument. Think of this as a "so what" factor. What are some implications for the future, relating to your topic? What does all this (what you have argued) mean for society, or for the section of it to which your argument pertains? A good conclusion moves outside the topic in the paper and deals with a larger issue.

You should spend at least one paragraph acknowledging and describing the opposing position in a manner that is respectful and honestly representative of the opposition’s 3 views. The counterargument does not need to occur in a certain area, but generally begins or ends your argument. Asserting and attempting to prove each aspect of your argument’s structure should comprise the majority of your paper. Ask yourself what your argument assumes and what must be proven in order to validate your claims. Then go step-by-step, paragraph-by-paragraph, addressing each facet of your position. Most important part!

Finally, pay attention to readability . Just because this is a research paper does not mean that it has to be boring. Use examples and allow your opinion to show through word choice and tone. Proofread before you turn in the paper. Your audience is generally the academic community and specifically me, as a representative of that community. Ok, They want this to be easy to read, to contain examples I find, and they want it to be grammatically correct. I can visit the tutoring center if I get stuck, or I can email the OWL Email Tutors short questions if I have any more problems.

What Makes a Good Writing Assignment?

Getting Started

Why include writing in my courses?

What is writing to learn?

WTL Activities

What is writing to engage?

What is writing in the disciplines?

WID Assignments

Useful Knowledge

What should I know about rhetorical situations?

Do I have to be an expert in grammar to assign writing?

What should I know about genre and design?

What should I know about second-language writing?

What teaching resources are available?

What should I know about WAC and graduate education?

Assigning Writing

What makes a good writing assignment?

How can I avoid getting lousy student writing?

What benefits might reflective writing have for my students?

Using Peer Review

Why consider collaborative writing assignments?

Do writing and peer review take up too much class time?

How can I get the most out of peer review?

Responding to Writing

How can I handle responding to student writing?

Sample Grading Sheets

How can writing centers support writing in my courses?

What writing resources are available for my students?

Using Technology

How can computer technologies support writing in my classes?

Designing and Assessing WAC Programs

What is a WAC program?

What designs are typical for WAC programs?

How can WAC programs be assessed?

More on WAC

Where can I learn more about WAC?

Surprisingly, teachers have been known to assign writing tasks without articulating to themselves what the task is supposed to do for students. Good writing assignments always start with a clear goal that the teacher can express, usually on the assignment sheet so that students understand the goal as well.

Good writing assignments also often take shape by thinking backwards. In effect, teachers ask themselves, "What do I want to read at the end of this assignment?" By working from what they anticipate the final product to look like, teachers can give students detailed guidelines about both the writing task and the final written product.

Five Principles

As you think about making up writing assignments, use these five principles:

• Tie the writing task to specific pedagogical goals, particularly those articulated in the overall course goals.
• Note rhetorical aspects of the task, i.e., audience, purpose, writing situation.
• Break down the task into manageable steps.
• Make all elements of the task clear.
• Include grading criteria on the assignment sheet.

Principle 1. Writing Should Meet Teaching Goals

Asking questions like these about your assignment will help guarantee that writing tasks tie directly to your teaching goals in the class:

• What specific course objectives will the writing assignment meet?
• Will informal or formal writing better meet teaching goals?
• Will students be writing to learn course material or writing conventions in the discipline or both?
• Does the assignment make sense?

Work Backward from Goals

Although it might seem awkward at first, working backwards from what you hope the final drafts will look like often produces the best assignment sheets. We recommend jotting down several points that will help you with this step in writing your assignments:

• Why should students write in your class? State your goals for the final product as clearly and concretely as possible.
• Determine what writing products will meet these goals and fit your teaching style/preferences.
• Note specific skills that will contribute to the final product.
• Sequence activities (reading, researching, writing) to build toward the final product.

Beyond the Basics

Writing tasks fill many different roles for students, so defining good writing assignments begins with the specific instructional context. For that reason, the first key to writing a good assignment is tying the task to the specific course goals. After taking your class and its goals into account, though, several other principles can improve the writing tasks you assign and the writing you get from students.

Principle 2. Consider the Rhetorical Situation

Perhaps most important, as noted in the five principles section, is to consider the rhetorical situation. By this, writing experts mean that you should think carefully about the audience you want students to write to as well as the particular genre or format for the final document and the larger context for the document.

Setting up your writing assignment so that the target reader is someone other than you, the teacher, might result in the most improvement in student writing. Students, after all, have had extensive experience writing to teachers, and students know that teachers are a "captive" audience. Your job mandates that you read carefully and respond to their texts. Chinn & Hilgers (2000) explain this role for the teachers as often limited to "corrector." However, instructors can move beyond the corrector role into a "collaborator" role by varying writing tasks, encouraging peer collaboration, and emphasizing professional contexts for writing. So for students, the teacher is not necessarily a reader or audience that will motivate the best possible work on a writing task. Indeed, Hilgers et al . (1999) report that their interview research with 33 upper-division students yielded an intriguing statistic: "56% of the interviewees also described one or more nonteacher audiences" (328) for their academic tasks. In many instances, the assignment called for a hypothetical audience other than the teacher, but even when the assignment didn't prompt students to write for readers other than the teacher, students directed their work toward "an individual they believed has specific content knowledge such as a CEO, coworker, or technician" (328).

Although some experts (Freedman et al ., 1994) argue that setting up a fictitious scenario with a specified audience does not motivate students any more highly than simply writing for the teacher, other practitioners across the disciplines have seen improvement in student writing when they use cases with embedded audiences for students' documents. (See, for instance, Brumberger, 2004; Cass & Fernandez, 2008; Stevens, 2005; Sulewski, 2003.)

A further extension of this move toward providing rich writing contexts beyond the teacher involves writing tasks that actually target real readers. Many senior design projects and management projects in engineering and natural resources involve pairing students with actual clients so that students must take into account the particular needs of their readers. Across many disciplines, teachers are investigating alternative methods to connect undergraduate writers with real audiences, including client-based partnerships (Kiefer & Leff, 2008; Kreth, 2005; Planken & Kreps, 2006;) and service-learning opportunities (Addams et al ., 2010; Bourelle, 2012), among other options.

But even if your particular class doesn't allow you to pair students with actual clients or other readers, consider ways in which you can create a meaningful context with readers beyond the teacher in the classroom (see, for example, Ward, 2009). Chamely-Wiik et al . (2012), for instance, describe in detail how, drawing on materials from The Council of Writing Program Administrators and The Foundation for Critical Thinking, they developed a case study writing context for first-year general chemistry students. As they explain,

Our initial case-study assignment, used for the first two years of the course, required students to explore the scientific principles involved in the Bhopal disaster where thousands of people died in an industrial chemical accident.... The second assignment, used in the third year, required students to formulate and defend an argument whether research in the field of cold fusion should continue to be supported. (504)

Students write with a local audience of classmates and a larger institutional context of the university community in mind. Students responded positively on affective surveys, a typical reaction to carefully designed writing tasks. More significantly, "students in this chemistry course outperformed the majority of students across all undergraduate levels at the university" (506). (For other examples of science students writing to lay audiences, see Martin, 2010; McDermott& Kuhn, 2011; Moni et al ., 2007; Sivey & Lee, 2008).

In addition to audience concerns, students also benefit from understanding how and why a particular format or genre helps them communicate with a target audience (especially when we think of genres as those recurring rhetorical reactions to typical communicative situations). From YouTube videos in organic chemistry (Franz, 2012) to position papers in public relations (Powell, 2012) to posters in physiology (Mulnix, 2003), teachers are helping students to write in genres that immediately connect them with the real readers of their future professional settings. (See also Blakeslee, 2001; Guilford, 2001; Jebb, 2005; LeBigot & Rouet, 2007; Mizrahi, 2003; Motavalli et al ., 2007; Schwartz et al ., 2004; Wald et al ., 2009.)

Why does this attention to audience and genre seem to matter so much to student writing? In recent years, several studies (Adam, 2000; Beaufort, 2004; Belfiore et al ., 2004; Freedman & Adam, 2000; Spinuzzi, 2010) have explored the reasons why writers attentive to specific contexts are more successful. In particular, workplace literacy and socio-cognitive apprenticeship theory (among related theoretical perspectives) both emphasize the role that knowledgeable mentors within a workplace play as they initiate newcomers to the communicative context. (See especially Beaufort, 2000, and Ding, 2008, for social apprenticeship studies and Paretti, 2008, on situated learning and activity theory.) As Dias et al . (1999) explain, writing is not a fixed set of skills that we learn once and then simply plug into as we need to communicate. Rather,

Written discourse... is regularized but not fixed; fluid, flexible, and dynamic; emerging and evolving in exigency and action; reflecting and incorporating social needs, demands, and structures, and responsive to social interpretations and reinterpretations of necessarily shifting, complex experiences. (23)

And, as a result of the fluidity of discourse in varied workplace settings, writers themselves should be prepared for major development of their communication skills when they enter new workplaces. MacKinnon's qualitative study (2000) of new analysts and economists at the Bank of Canada showed that

Overall, the writing-related changes were considerable, consequential, and a shock for some participants: "It's like going to China," said one. For most of the ten participants, the complex totality of the writing-related changes they experienced added up to a "sea change": a major shift in their understanding of what writing is an does in an organization, a revised understanding of the roles they saw for themselves as writing workers and as working writers, and often major changes in various aspects of the macro writing process. (50)

When students have opportunities as undergraduates or graduate/professional students to anticipate these major shifts, then the transitions to workplaces of all sorts become easier. For the most part, moreover, students recognize that apprenticeship learning in academic settings provides both more structured scaffolding of writing tasks and lower-stakes learning. They thus embrace the learning opportunities when offered to them in academic classes.

Principle 3. Break Down the Task into Manageable Steps

The fifth principle noted in the general section on "what makes a good writing assignment?" is to break down the task into manageable steps. Many teachers approach this element of good assignment design by thinking carefully about assignment sequence. One particularly thorough explanation of this process appears in Leydens & Santi (2006). This writing specialist and geoscientist take up the details of designing assignments with an eye to course goals. They also consider the importance of not overwhelming teachers and students (the Less is More approach) as they explain their specific process of questioning their assignments (pp. 493-497). (See also Lord, 2009, and Greasley & Cassidy, 2010.)

Scaffolded assignments, such as the agricultural economics assignment noted in the Additional Resources section, help students reach a larger goal by asking them to collect resources in stages. A final stage requires that students transform each of the earlier stages in a final document. Sequenced assignments, on the other hand, each stand independently, but each task builds on particular skills and challenges to enable students to meet a larger set of goals. Herrington (1997) describes a scaffolded assignment (71-72) with a preliminary plan for a major project followed by an annotated bibliography, early draft (with cover note focused on successes and challenges thus far) and final draft (with cover note). Mulnix & Mulnix (2010) also describe a similar argumentative assignment that uses sequenced tasks to repeat and reinforce critical thinking skills. See also Sin et al . (2007) for a sequence in accounting, Howell (2007) in materials science, Fencl (2010) on a sequence in physics, Zlatic et al . (2000) on pharmaceutical education, and Harding (2005) on freshman mechanical engineering. Coe (2011), on the other hand, describes a series of scaffolded writing tasks to help students build argument skills in philosophy, Alaimo et al . (2009) explain their project for sophomore organic chemistry students, and Lillig (2008) looks at upper-division chemistry.

Principles 4 and 5. Make the Assignment Clear to Students

A well-designed assignment will make the elements of the task clear to students. This includes identifying relevant intermediate assignments and activities, such as topic proposals or literature reviews for longer assignments, as well as providing information about relevant writing, research, and collaboration processes. In general, it is also advisable to list grading criteria on the assignment sheet. Making the assignment clear to students will help them better understand the scope and challenge of the assignment. It also is likely to produce better learning and performance.

Resource: Sample Assignment from an Advanced Undergraduate Agricultural Economics Seminar

Good analytical writing is a rigorous and difficult task. It involves a process of editing and rewriting, and it is common to do a half dozen or more drafts. Because of the difficulty of analytical writing and the need for drafting, we will be completing the assignment in four stages. A draft of each of the sections described below is due when we finish the class unit related to that topic (see due dates on syllabus). I will read the drafts of each section and provide comments; these drafts will not be graded but failure to pass in a complete version of a section will result in a deduction in your final assignment grade. Because of the time both you and I are investing in the project, it will constitute one-half of your semester grade.

Content, Concepts and Substance

Papers will focus on the peoples and policies related to population, food, and the environment of your chosen country. As well as exploring each of these subsets, papers need to highlight the interrelations among them. These interrelations should form part of your revision focus for the final draft. Important concepts relevant to the papers will be covered in class; therefore, your research should be focused on the collection of information on your chosen country or region to substantiate your themes. Specifically, the paper needs to address the following questions.

1. Population

Developing countries have undergone large changes in population. Explain the dynamic nature of this continuing change in your country or region and the forces underlying the changes. Better papers will go beyond description and analyze the situation at hand. That is, go behind the numbers to explain what is happening in your country with respect to the underlying population dynamics: structure of growth, population momentum, rural/urban migration, age structure of population, unanticipated populations shocks, etc. DUE: WEEK 4.

What is the nature of food consumption in your country or region? Is the average daily consumption below recommended levels? Is food consumption increasing with economic growth? What is the income elasticity of demand? Use Engel's law to discuss this behavior. Is production able to stay abreast with demand given these trends? What is the nature of agricultural production: traditional agriculture or green revolution technology? Is the trend in food production towards self-sufficiency? If not, can comparative advantage explain this? Does the country import or export food? Is the politico-economic regime supportive of a progressive agricultural sector? DUE: WEEK 8.

3. Environment

This is the third issue to be covered in class. It is crucial to show in your paper the environmental impact of agricultural production techniques as well as any direct impacts from population changes. This is especially true in countries that have evolved from traditional agriculture to green revolution techniques in the wake of population pressures. While there are private benefits to increased production, the use of petroleum-based inputs leads to environmental and human health related social costs which are exacerbated by poorly defined property rights. Use the concepts of technological externalities, assimilative capacity, property rights, etc., to explain the nature of this situation in your country or region. What other environmental problems are evident? Discuss the problems and methods for economically measuring environmental degradation. DUE: WEEK 12.

4. Final Draft

The final draft of the project should consider the economic situation of agriculture in your specified country or region from the three perspectives outlined above. Key to such an analysis are the interrelationships of the three perspectives. How does each factor contribute to an overall analysis of the successes and problems in agricultural policy and production of your chosen country or region? The paper may conclude with recommendations, but, at the very least, it should provide a clear summary statement about the challenges facing your country or region. DUE: WEEK15.

Adam, C. (2000). "What do we learn from the readers? Factors in determining successful transitions between academic and workplace writing." In P. Dias and A. Paré (Eds.), Transitions: Writing in Academic and Workplace Settings ; pp. 167-182. Cresskill, NJ: Hampton Press.

Addams, L.H., Woodbury, D., Allred, T., & Addams, J. (2010). Developing Student Communication Skills while Assisting Nonprofit Organizations. Business Communication Quarterly, 73 (3), 282-290.

Alaimo, P.J., Bean, J.C., Langenhan, J.M., & Nichols, L. (2009). Eliminating Lab Reports: A Rhetorical Approach for Teaching the Scientific Paper in Sophomore Organic Chemistry. The WAC Journal, 20 , 17-32.

Beaufort, A. (2004). Developmental gains of a history major: A case for building a theory of disciplinary writing expertise. Research in the Teaching of English, 39 (2), 136-185.

Beaufort, A. (2000). Learning the trade: A social apprenticeship model for gaining writing expertise. Written Communication, 17 (2), 185-224.

Belfiore, M.E., Defoe, T.A., Folinsbee, S., Hunter, J., & Jackson, N.S. (2004). Reading Work: Literacies in the New Workplace. Mahwah, NJ: Lawrence Erlbaum Associates.

Blakeslee, A.M. (2001). Bridging the workplace and the academy: Teaching professional genres through classroom-workplace collaborations. Technical Communication Quarterly, 10 (2), 169-192.

Bourelle, T. (2012). Bridging the Gap between the Technical Communication Classroom and the Internship: Teaching Social Consciousness and Real-World Writing. Journal of Technical Writing and Communication, 42 (2), 183-197.

Brumberger, E.R. (2004). The "Corporate Correspondence Project": Fostering Audience Awareness and Extended Collaboration. Business Communication Quarterly, 67 (3), 349-58.

Cass, A.G., & Fernandes, C.S.T. (2008). Simulated conference submissions: A technique to improve student attitudes about writing. 2008 IEEE Frontiers in Education Conference, Vols. 1-3 ; pp. 1535-1540.   

Chamely,Wiik, D.M., Kaky, J.E., & Galin, J. (2012). From Bhopal to cold fusion: A case-study approach to writing assignments in honors general chemistry. Journal of Chemical Education, 89 (4), 502-508.

Chinn, P.W.U., & Hilgers. T.L. (2000). From corrector to collaborator: The range of instructor roles in writing-based natural and applied science classes. Journal of Research in Science Teaching, 37 (1), 3-25.

Coe, C.D. (2011). Scaffolded writing as a tool for critical thinking: Teaching beginning students how to write arguments. Teaching Philosophy, 34 (1), 33-50.

Dias, P., Freedman, A., Medway, P., & Paré. (1999). "Introduction: Researching Writing at School and at Work." Worlds Apart: Acting and Writing in Academic and Workplace Contexts; pp. 3-13. Mahwah, NJ: Lawrence Erlbaum Associates.

Dias, P., Freedman, A., Medway, P., & Paré. (1999). "Situating Writing." Worlds Apart: Acting and Writing in Academic and Workplace Contexts; pp. 17-41. Mahwah, NJ: Lawrence Erlbaum Associates.

Ding, H. (2008). The use of cognitive and social apprenticeship to teach a disciplinary genre: Initiation of graduate students into NIH grant writing. Written Communication, 25 (1), 3-52.

Fencl, H.S. (2010). Development of Students' Critical-Reasoning Skills through Content-Focused Activities in a General Education Course. Journal of College Science Teaching, 39 (5), 56-62.

Franz, A.K. (2012). Organic chemistry YouTube writing assignment for large lecture classes. Journal of Chemical Education, 89 (4), 497-501.

Freedman, A., & Adam, C. (2000). "Write where you are: Situating learning to write in university and workplace settings." In P. Dias and A. Paré (Eds.), Transitions: Writing in Academic and Workplace Settings ; pp. 31-60. Cresskill, NJ: Hampton Press.

Freedman, A., Adam, C., & Smart, G. (1994). Wearing suits to class: Simulating genres and simulations as genre. Written Communication, 11 (2), 193-226.

Greasley, P., & Cassidy, A. (2010). When it comes round to marking assignments: how to impress and how to 'distress' lecturers. Assessment & Evaluation in Higher Education, 35 (2), 173-189.

Guildford, W.H. (2001). Teaching peer review and the process of scientific writing. Advances in Physiology Education, 25 (3), 167-175.

Harding, B.A. (2005). "A simple mechanism to teach a complex practitioner knowledge set." Innovations in Engineering Education 2005 ; pp. 479-486. ASME.

Herrington, A. (1997). "Developing and responding to major writing projects ." In M.D. Sorcinelli & P. Elbow (Eds.), Writing to learn: Strategies for assigning and responding to writing across the disciplines , pp. 67-75. New directions for teaching the learning, No. 69 . San Francisco, CA: Jossey-Bass.

Hilgers, T.L., Hussey, E.L., & Stitt-Bergh, M. (1999). "As you're writing, you have these epiphanies": What college students say about writing and learning in their majors. Written Communication, 16 (3), 317-353.

Howell, P.R. (2007). "Writing to specification: An approach to teaching scientific literacy, and a prelude to writing 'The World of Materials' essays." In J.E.E. Baglin (Ed.), Proceedings of the Symposium and Forum Education in Materials Science, Engineering and Technology ; pp. 247-289.

Kiefer, K., & Leff, A. (2008). "Client-based writing about science: Immersing science students in real writing contexts." Across the Disciplines , vol. 5 .

Kreth, M.L. (2005). A Small-Scale Client Project for Business Writing Students: Developing a Guide for First-Time Home Buyers. Business Communication Quarterly, 68 (1), 52-59.

LeBigot, L., & Rouet, J.F. (2007). The impact of presentation format, task assignment, and prior knowledge on students' comprehension of multiple online documents. Journal of Literacy Research, 39 (4), 445-470.

Leydens, J., & Santi, P. (2006). Optimizing faculty use of writing as a learning tool in geoscience education. Journal of Geoscience Education , 54 (4), 491-502.

Lillig, J.W. (2008). Writing across the semester: A non-standard term paper that encourages critical data analysis in the upper-division chemistry classroom. Journal of Chemical Education, 85 (10), 1392-1394.

Lord, S.M. (2009). Integrating effective "writing to communicate" experiences in engineering courses: Guidelines and examples. International Journal of Engineering Education, 25 (1), 196-204.

MacKinnon, J. (1993). "Becoming a rhetor: Developing writing ability in a mature, writing-intensive organization." In R. Spilka (Ed.), Writing in the Workplace: New Research Perspectives ; pp. 41-55. Carbondale: Southern Illinois UP.

Martin, A.M. (2010). "Astronomy and writing: A first-year cosmology course for nonmajors." In J. Barnes, D.A. Smith, M.G. Gibbs, and J.G. Manning (Eds.), Science Education and Outreach: Forging a Path to the Future . Astronomical Society of the Pacific Conference Series, Vol. 431; pp. 368-371. Chicago: University of Chicago Press.

McDermott, M., & Kuhn, M. (2011). Using writing for alternative audiences in a college integrated science course. Journal of College Science Teaching, 41 (1), 40-45.

Mizrahi, J. (2003). Teaching technical writing to university students using the medical report. STC's 50 th Annual Conference Proceedings ; 190-193.

Moni, R.W., Hryciw, D.H., Poronnik, P., & Moni, K.B. (2007). Using explicit teaching to improve how bioscience students write to the lay public. Advances in Physiology Education, 31 (2), 167-75.

Motavalli, P.P., Patton, M.D., & Miles, R.J. (2007). Use of web-based student extension publications to improve undergraduate student writing skills. Journal of Natural Resources and Life Sciences Education, 36 : 95-102.

Mulnix, A.B. (2003). Investigations of Protein Structure and Function Using the Scientific Literature: An Assignment for an Undergraduate Cell Physiology Course. Cell Biology Education, 2 (4), 248-255.

Mulnix, J.W., & Mulnix, M.J. (2010). Using a writing portfolio project to teach critical thinking skills. Teaching Philosophy, 33 (1), 27-54.

Paretti, M.C. (2008). Teaching communication in capstone design: The role of the instructor in situated learning. Journal of Engineering Education, 97 (4), 491-503.

Planken, B., & Kreps, A.J. Raising Students' Awareness of the Implications of Multimodality for Content Design and Usability: The Web Site Project. Business Communication Quarterly, 69 (4), 421-425.

Powell, V. (2012). Revival of the Position Paper: Aligning Curricula and Professional Competencies. Communication Teacher, 26 (2), 96-103.

Schwartz, R.S., Lederman, N.G., & Crawford, B.A. (2004). Developing view of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry. Science Education, 88 (4), 610-645.

Sin, S., Jones, A., & Petocz, P. (2007). Evaluating a method of integrating generic skills with accounting content based on a functional theory of meaning. Accounting and Finance, 47 (1), 143-163.

Sivey, J.D., & Lee, C.M. (2008). Using popular magazine articles to teach the art of writing for nontechnical audiences. Journal of Chemical Education, 85 (1), 55-58.

Spinuzzi, C. (2010). Secret sauce and snake oil: Writing monthly reports in a highly contingent environment. Written Communication, 27 (4), 363-409.

Stevens, B. (2005). The Car Accident: An Exercise in Persuasive Writing. Communication Teacher, 19 (2), 62-67.

Sulewski, R. (2003). Integrating communication and technical material int eh first-year engineering curriculum: The role of the laboratory. STC's 50 th Annual Conference Proceedings ; 176-178.

Wald, H.S., Davis, S.W., Reis, S.P., Monroe, A.D., & Borkan, J.M. (2009). Reflecting on reflections: Enhancement of medical education curriculum with structured field notes and guided feedback. Academic Medicine, 84 (7), 830-837.

Ward, M., Sr. (2009). Squaring the learning circle: Cross-classroom collaborations and the impact of audience on student outcomes in professional writing. Journal of Business and Technical Communication, 23 (1), 61-82.

Zlatic, T.D., Nowak, D.M., & Sylvester, D. (2000). Integrating general and professional education through a study of herbal products: An intercollegiate collaboration. American Journal of Pharmaceutical Education, 64 (1), 83-94.

Related Web Sites

WAC@NIU ( http://www.engl.niu.edu/wac/ ) has two useful items in their archives under "Ccomputer-intensive assignments" in the first Key Web Sites section of links:

• "checklist, a series of questions to help plan writing assignments"

(If the questions under rhetorical situation confuse you, call our Writing Center for a quick explanation.)

• "setting up a writing assignment"

Writing@CSU includes a much more detailed explanation of how and why to design writing assignments at http://writing.colostate.edu/guides/teaching/fys/assignmentwriting.cfm .

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• Implementing Writing in Your Course

How to Design Successful Writing Assignments

As writing instructors ourselves, we are all too familiar with the many difficulties that come with assigning writing. It’s difficult to create meaningful assignments that help students learn what you want them to learn. And despite all the labor we put into it, students can still express frustration and confusion over writing assignments. It is tempting to ask, “Why bother?”

However, while thoughtful writing instruction tied to learning outcomes takes time to implement, that initial effort can lead to a huge time savings over the long run. Some writing you do not even need to grade! Once you know some of the key components of writing assignment design, you will be able to create a collection of high-value teaching materials that you can adapt for years to come. Also, your students will learn more, and will be better equipped to handle complexity. With regular writing practice and targeted feedback, over time they will become more authoritative participants and contributors in your field.

Designing successful writing assignments involves some or all of the following six strategies:

• Explicitly State Assignment Goals
• Tie Assignment Goals to Course Goals
• Create Antiracist Writing Assignments
• Offer Clear Instructions for Completion
• Clarify Expectations About Genre, Audience, and Formatting
• Provide Examples of the Kinds of Writing You Assign
• Asses Your Own Work

1. Explicitly State Assignment Goals

Are students “writing to learn” key course concepts from course materials or “learning to write” a new and specific form of communication in the class, such as a lab report or business memo? Or do you want your assignment to do some of both? Try to be as specific as possible when thinking about the assignment’s purpose. We encourage you to even jot down some of your desired outcomes. Being detailed about what you want students to gain from completing the assignment will help you create clear instructions for the assignment.

The example below is a strong example of a “writing to learn” assignment. In this assignment the instructor uses words such as "read," “explore,” “shape,” and “reflect” to clearly indicate that the act of composing in this assignment is more about attaining knowledge than it is about the creation of a final product. 

From a prompt for a personal narrative in a science writing course: 

All scientists have intellectual, cultural, and linguistic histories. For the sake of “neutrality” and “objectivity,” apprentices are often trained to separate themselves from these histories, especially when it comes to conducting and communicating research. This assignment asks you to read examples of scientists’ memoirs in various genres and then you will compose your own narrative in the mode of your choice, exploring how your identities, investments, and intellectual interests have shaped your science training and your trajectory as a scientist. This assignment serves as a form of reflection, orientation to/within a scientific field, and even as a professional credential (if desirable).

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2. Tie Assignment Goals to Course Goals

While you know why you are assigning a particular writing assignment, your students may not. Being clear about how completing the writing assignment will help your students learn can help create expectations and motivation for students. Without a clear understanding of how a writing assignment will help them learn, students may feel that they are being assigned useless "busywork."

Example 1 :

The example below is drawn from the final paper assignment for a course called “Imagining and Dreaming: Indigenous Futures,” taught by Lydia Heberling. In this assignment, the instructor not only clearly shows students how the assignment aligns with the course content, but it also reminds students how the third section of the course builds upon content learned in earlier units.

Throughout the quarter we have examined various writing practices that affirm the ongoing existence of American Indian peoples in spite of settler colonial attempts to remove, erase, and eradicate them. In our first sequence, we reflected on the relationship between place and identity and learned from Momaday that the land possesses stories from the past that can be accessed through interaction with and memories of those places.

In our second sequence, we examined a contemporary activist moment to deepen our understanding of the ongoing relational formations between Indigenous peoples and how those relations revitalize cultures from the brink of extinction. In learning about how various tribes worked together to protect a valuable natural resource by employing media and storytelling practices to garner support and attention, we learned that regardless of the outcome, activist moments like Standing Rock demonstrate a strong trans-Indigenous community that continues to survive in spite of ongoing settler colonial tactics of dispossession and erasure.

In this third, and last sequence, we are focusing on imagining, or dreaming about, vibrant Indigenous futures. Athabascan poet and scholar (and UW professor) Dian Million defines dreaming the following way [. . .]

Your task i n this next assignment is to return to the place you described in Paper 1, imagine what that place looks like 100 years from now. . .

Example 2 :

Here’s a second example of a writing assignment, created by Jen Malone for a course on writing in environmental science, which clearly demonstrates to students how the writing assignment both builds on previous course content and how it will help students cultivate research skills that they will be able to use in future writing assignments.

Thus far in this class, we’ve written an Op-Ed about ecotourism, and we will be moving into writing a short research paper on the topic of your choice later on in the quarter. But first, we’re going to do something a bit different.

Learning to research well is largely about practice—both in terms of growing accustomed to search engines (particularly scholarly ones) and library databases, and in terms of learning to plug different versions of your research terms into these search engines/databases until you find useful sources. Using research well is largely about figuring out how to analyze your sources--particularly in combination with one another, as a body of research. In order to practice both of these skills (which will totally help us to prepare for Paper #3, later on in the quarter), for Paper #2 we will. . .

3. Create Antiracist Writing Assignments

Antiracist writing instruction is usually discussed in relation to assessment, but it should be considered earlier than that, during assignment creation (just as it should be considered as key elements of curriculum and class culture). Antiracist writing assignment design can be pursued in two ways: through the subject matter, or content, of the writing assignments; and through your values around language use. Some brief suggestions for each follow.

Promoting antiracist subject matter in writing assignments:

Take a step back and discuss knowledge frameworks in your course and in your field. Every discipline has knowledge traditions and methods that can be problematic. How did these traditions come to be? Who do they serve, and who do they harm?

Avoid reductionist binaries when discussing complex questions. For example, framing a question like "What are the pros and cons of conducting medical research without subjects' knowledge or consent?" may lead students to consider both sides as having equal moral weight. A more specific (so a particular context can be considered) and open-ended (so students are not led to one or the other answer) question might work better. For example, "What are some of the ethical considerations of conducting flu vaccine clinical trials without participants' consent?"

Give students opportunities to explore their own identities in relation to the course content. Drawing personal connections not only helps foster deeper learning, but it can also cultivate a student’s sense of belonging in the field. It may also help you see how your field might serve some but not others. 

Encourage students to engage academic and non-academic source material. Have discussions about what “counts” as authoritative information in your field, and why.

Promoting linguistic justice in writing assignments: 

As this site from Wesleyan College recommends, “Centralize rhetorical situations and writing contexts rather than language standards in your writing classroom.” If you show that all language use (content, structure, syntax, vocabulary, style) is based on authorial choices made in particular contexts and for particular audiences, then you can help bust the myth of the universal standard of “academic English.”

Encourage students to use their own linguistic traditions whenever possible. For example, let students freewrite in a native language or dialect. Encourage them to draw connections between their own language backgrounds and the disciplinary discourse you are teaching. This is called translanguaging, and it can be a powerful tool for learning.

Avoid penalizing language use. If there is a certain style or vocabulary you want students to use, be explicit about why discourse is used that way, and how it conveys discipline-specific knowledge.

Further reading: 10 Ways to Tackle Linguistic Bias in Our Classrooms (Inside HigherEd)

4. Offer Clear Instructions for Completion

Investigative or writing techniques that seem obvious to you—such as making an argument, analyzing, evaluating—might mean something different to students from outside your specific discipline. Being clear about what you mean when you use certain terms can help students navigate an assignment more successfully. While it might feel clunky or obvious, including this information in an assignment will help steer your students in the right direction and minimize miscommunication.

In the following excerpt from a prompt for a writing-in-history course taught by Sumyat Thu, the instructor asks students to use research in their papers, and then clearly describes, and supports with examples from the class and library resources, what counts as appropriate source material.

This essay is based on research. Students are expected to use primary sources and secondary works in developing their essays. We do not frown on the use of on-line resources ; indeed, some very good reference works ( identified on the history librarian Ms. Mudrock's research guide) are available as on-line books, and the library has e-book versions of Paul Spickard's  Almost All Aliens . Nonetheless, we strongly urge students to utilize the very rich materials available in the UW Libraries, particularly scholarly books and articles. The UW Libraries' on-line catalog can be explored with keyword searches, and such indexes as America: History and Life (again, see Ms. Mudrock’s website) are very helpful as well.

In this second example, again by Jen Malone, we see how the instructor not only indicates what chronological steps students must take to complete the assignment, but also how she includes thorough and clear instructions for how students can complete each step.

So, the first step you’ll need to take will be to choose a topic . You may wish to choose the same topic you’ll be using for your research paper in ENVIR 100 (if you’ve chosen that option—if so, please follow any instructions they’ve given you for choosing a topic for that), or something related to environmental science that simply interests you, or a topic from the following list of suggestions:

• GMOs (particularly with regards to the ecosystem and/or biodiversity),
• The environmental impact of meat production
• Bees and Colony Collapse Disorder

The second step you’ll need to take will be to do the research —you’ll need to find some sources (via library search engines, Google scholar, etc.). Keep some notes or a log of this process, since you’ll have to talk about how this went for you in your final report. Then you’ll need to read/skim the sources you’ve selected, and then you’ll need to create an annotated bibliography in which you list and briefly summarize those sources. An annotated bibliography is a particularly handy step when performing research, or when writing a paper that involves research. Basically, it is a list of the sources you intend to use for your paper (like a Works Cited page, you may use either MLA or APA format), but with the addition of a substantial paragraph (or two, if you wish) beneath each entry in which you summarize, and often evaluate, the source. This will help you to consider the sources you find as a body of research, and this makes using sources easier because you’ll have these initial notes handy as you write your report.

After you find and skim through your sources, the third step you’ll need to take will be to write the report .

• In the first section of the report, you’ll want to talk about your research process (What was this like? What was easy for you and what was difficult? What did you learn? What search terms did you use? How did those terms change?).
• In the second section of the report, you’ll want to talk about the body of research as a whole (How would you describe the issues/terms/debates surrounding the topic? What did you find? What do these sources indicate—both in terms of conclusions drawn and questions raised? How do these sources fit together and/or differ? What did you find most interesting?)
• In the third section of the report, you’ll want to take a moment to consider how this body of research fits it with what you’re learning in ENVIR 100 and where you might take the topic in a future paper (How do you see what you found regarding this topic as relating to what has been discussed in class thus far? What are the stakes of this topic and for whom? What aspects of this topic do we seem to know little about? What are the questions you still have about this topic? And, finally, now that you’ve read through this body of research, if you were going to write a paper on this topic, what might your basic argument be?). We’ll discuss this all in more detail next week, after you’ve compiled your sources.

Note: the second example may be a lot longer of a writing prompt than many of us are used to. This is not a bad thing. In fact, students tend to really appreciate such clear instruction and it reduces the amount of time you will spend clarifying confusion about what is expected. Also, instructions like these can be easily re-purposed for other, similar assignments in the future so you will not have to reinvent the wheel each time.

5. Clarify Expectations About Genre, Audience, and Formatting

Students will approach your writing assignment with varying knowledge and experience. Unless you have already instructed students explicitly in class about the knowledge and skills needed to complete a writing assignment, you cannot assume that students will already possess that knowledge. While clear, explicit prompts are essential, we also strongly urge you to discuss in class the genre you are assigning as well. Offer examples, both from professionals in the field, and from former students. The more exposure students have to the kinds of writing you want to see, the the more inclusive and accessible your assignments will be. We know of a history TA who said that one of her students, an engineering major, wasn't clear on the nature of a historiography, so he turned in his paper formatted like a technical report! This is an understandable mistake for a student to make, and providing examples can prevent mistakes like this from happening in your own classroom.

Below are two examples of how instructors communicate their expectations about genre, audience, and formatting to students. The first example is less helpful for students because it leaves key parts of the instructor’s expectations vague. (What is the writing assignment’s audience? What citation style does the instructor prefer? Is the works cited page part of the assignment or not?) The second example provides more detail for students.

Example 1: Paper must be 4-5 pages double spaced and must include a works cited page.

Example 2 : T he business memo should be fo rmatted according to the parameters we have discussed: no more than two pages long , typed, single-spaced with one space between paragraphs , with standard margins, in Times New Roman font (12 point), written for an audience of industry professionals.

6. Provide Examples of the Kinds of Writing You Assign

Studies have shown that examples can be a powerful learning tool in writing instruction. We recommend that instructors distribute examples of both successful and unsuccessful student writing to their students and explain why the examples are successful or unsuccessful.

Ask students who have submitted successful assignments if you can borrow their work as examples for future classes. Be sure to remove students’ identifying information from the assignments before they are given to future students.

If you do not have examples of unsuccessful writing (remember, sharing even anonymized student writing without the author's consent would be unethical), you can alternatively create a list of common pitfalls and mistakes to avoid when completing the writing assignment. Distribute the list to your students. Be sure to ground these pitfalls in terms of higher order issues specific to this genre, rather than just distributing a one-size-fits-all personal list of writing pet peeves.

Ask students which examples help them learn the genre, and which do not. Over time your students will help you curate a really great collection of samples.

Create occasional reading assignments where you ask students to find and analyze examples of writing by professionals in the field. What makes them effective or ineffective examples of the genre? What are some of the text's defining characteristics? These kinds of analyses can really help students improve their own writing.

7. Assess Your Own Work

Assessment is not just for student writing: it’s also important to assess the efficacy of the assignments you create. If student work is disappointing or students have struggled with an assignment, it most likely a result of ineffective assignment design. Please remember: everyone , even seasoned writing instructors, has assignments that do not go well initially. That is normal and ok!

We recommend that you engage in self-reflection as to why your assignment did not turn out well, and make tweaks to the assignment and/or grading criteria as needed. Here are some questions to ask yourself to reflect on your writing assignments.

Did many students turn in work which did not meet your expectations? In what specific ways did they fall short?

Did many students struggle with the assignment or a particular piece of the assignment? Where, exactly, did they struggle and how do you know?

Were many students surprised or dissatisfied by their grades on the assignment? Why do you think this happened?

Strategies for understanding what went wrong

Ask your students, either in class, on Canvas, or in a survey like a Google Form, to debrief the assignment. What was easy for them about the assignment? What did they learn from it? What was challenging? What was unclear?

Take writing assignments to writing centers such as OWRC or CLUE to get student feedback on updated or streamlined assignments. Student writing tutors can be a great resource-- they've seen hundreds of writing assignments!

Next guide: Supporting Academic Integrity

The First Word is the Hardest: How to Get Working on a Writing Assignment

Often, the hardest part of completing a writing project is getting started. Whether you’re working on an essay, a lab report, or an online discussion post, there are all sorts of problems that can prevent you from penning those first few words. Let’s break down a few of those problems and explore some solutions that can help get the sentences flowing.

Problem: A lengthy assignment seems so difficult to finish that you’re too discouraged to start. When you’re staring at a blank page, it can be impossible to imagine ever producing a 2000-word essay or an eight-page lab report. The gulf between your current word count and your goal seems so vast that the least frightening option is to close the file and try not to think about it. Solution: Break it up! Don’t think of it as a 2000-word essay; think of it as eight 250-word chunks. Don’t think of it as a twelve-page lab report; think of it as ten titled sections, from the abstract to the appendices. Instead of feeling like you can’t stop writing until the project is completely done, tell yourself that you only need to get to the end of the next small section. Adjusting your thinking in this way ensures that there’s always a finish line in sight. To provide some extra motivation, reward yourself each time you complete a portion of your assignment. Some people find that an unstructured break is the best motivator, while others prefer specific rewards like snacks or YouTube videos. Personally, I’m a knitter, and I find it helpful to pause every 250 words to knit another row of my latest project while watching something on Netflix. Working towards these breaks keeps me churning out the words, and the extra structure helps as well—once the row’s done, I’m back to work!

Problem: You can’t motivate yourself to sit down and write. This problem is something everyone struggles with sometimes. When you’re doing something fun, it can be hard to pass up that short-term enjoyment and start chipping away at an assignment that could take hours to complete. It’s easy to decide you’ll just start later, even when you know that ‘later’ might stretch into a period of days. Solution: Follow the two-minute rule. Promise yourself that you’re going to sit down and work on your project for two minutes straight. As long as you make steady progress for those 120 seconds, you’re welcome to stop and return to whatever activity was distracting you from work. While this tip might not seem particularly helpful—how much can you accomplish in two minutes, anyway?—it’s actually quite effective. Starting a two-minute work session forces you to grab any materials you need, open up your document, and get started. Once the time is up, you might not be so tempted to drop everything and return to lounging on your couch. Instead, you can keep your momentum going and let those two productive minutes multiply into four minutes, eight minutes, or an hour of productivity. And, even if you really do stop once the time is up, two minutes of work is better than nothing!   Problem: You’re experiencing a classic case of writer’s block—you have no ideas! There’s nothing more frustrating than sitting down to write an assignment and being unable to think of anything to say. After all, no matter how motivated you are, you can’t start writing until you have something to write about. Solution: Turn your thinking time into doing time. This problem arises when the main approach you take to brainstorming is staring at the assignment sheet and hoping ideas will spring into your mind. If you can’t come up with anything after ten or fifteen minutes of intense thinking, it’s often tempting to set the assignment aside and hope inspiration will strike later on. Instead, take an active approach; if silent brainstorming doesn’t work, find another way to reflect on the material you’ll be discussing. Re-read the notes you’ve taken in class. Chat with a friend about what you’ve been learning. Sketch out a mind map. While you may not make direct progress on the assignment during these activities, you’ll stay focused on the task at hand and start to think about your topic in new ways. Before long, ideas will start popping into your head, and you’ll be able to pick one and start writing!

Starting a major writing project can be a challenge, but there are plenty of simple techniques that can help make the task seem less daunting. Alternatively, if you’re feeling stuck on an assignment, consider booking an appointment or attending a drop-in at the Writing Centre. One of our writing specialists will be happy to help you get going again!

• brainstorming ,
• motivation ,
• inspiration ,
• procrastination ,
• productivity ,
• writer's block ,
• strategies ,
• time management ,
• writing process

100 Writing Practice Lessons & Exercises

by Joe Bunting | 50 comments

Want to Become a Published Author? In 100 Day Book, you’ll finish your book guaranteed. Learn more and sign up here.

Want to become a better writer? Perhaps you want to write novels, or maybe you just want to get better grades in your essay writing assignments , or maybe you'd like to start a popular blog .

If you want to write better, you need practice. But what does a writing practice actually look like? In this post, I'm going to give you everything you need to kick off your writing practice and become a better writer faster.

What Is Writing Practice?

Writing practice is a method of becoming a better writer that usually involves reading lessons about the writing process, using writing prompts, doing creative writing exercises , or finishing writing pieces, like essays, short stories , novels , or books . The best writing practice is deliberate, timed, and involves feedback.

How Do You Practice Writing?

This was the question I had when I first started The Write Practice in 2011. I knew how to practice a sport and how to practice playing an instrument. But for some reason, even after studying it in college, I wasn't sure how to practice writing.

I set out to create the best writing practice I could. The Write Practice is the result.

I found that the best writing practice has three aspects:

Deliberate . Writing whatever you feel like may be cathartic, but it's not an effective way to become a better writer or build your writing skills. You'll get better faster by practicing a specific technique or aspect of the writing process each time you sit down to write.

This is why we have a new lesson about the writing process each day on The Write Practice, followed by a practice prompt at the end so you can put what you learned to use immediately.

Timed . It's no secret writers struggle with focus. There are just too many interesting distractions—Facebook, email, Kim Kardashian's Instagram feed (just kidding about that last one, sort of)—and writing is just too hard sometimes.

Setting a timer, even for just fifteen minutes, is an easy and effective way to stay focused on what's important.

This is why in our writing practice prompt at the end of each post we have a time limit, usually with a link to an online tool egg timer , so you can focus on deliberate practice without getting distracted.

Feedback . Getting feedback is one of the requirements to deliberately practice writing or any other craft. Feedback can look like listening to the reactions of your readers or asking for constructive criticism from editors and other writers.

This is why we ask you to post your writing practice after each lesson, so that you can get feedback from other writers in The Write Practice community. It's also why we set up The Write Practice Pro community , to provide critique groups for writers to get feedback on each finished piece of writing.

Our 100+ Best Creative Writing Practice Exercises and Lessons

Now that you know how we practice writing at The Write Practice, here are our best writing practice lessons to jumpstart your writing skills with some daily writing exercises, for beginner writers to even the most expert writers:

All-Time, Top 10 Writing Lessons and Exercises

These ten posts are our most viewed articles to boost your writing practice:

1. What is Plot? The 6 Elements of Plot and How to Use Them . Great stories use similar elements in wildly different ways to build page-turning stories. Click here to read what they are and learn how to start using them !

2. Top 100 Short Story Ideas . Here are over a hundred writing prompts in a variety of genres. If you need ideas for your next story, check this out!

3. How To Use Neither, Nor, Or, and Nor Correctly . Even good writers struggle figuring out when to use neither/nor and either/or. In this post, our copy-queen Liz Bureman settles the confusion once and for all. Click to continue to the writing exercise

4. Ten Secrets To Write Better Stories . How does Pixar manage to create such great stories, year after year? And how do you write a good story? In this post, I distill everything I've learned about how to write a good story into ten tips. Click to continue to the writing exercise

5. 35 Questions To Ask Your Characters From Marcel Proust . To get to know my characters better, I use a list of questions known as the Proust Questionnaire, made famous by French author, Marcel Proust. Click to continue to the writing exercise

6. How a Scene List Can Change Your Novel-Writing Life . Creating a scene list changed my novel-writing life, and doing the same will change yours too. Includes examples of the scene lists from famous authors. Click to continue to the writing exercise

7. Why You Need to be Using the Oxford Comma . Most people I've met have no idea what the Oxford comma is, but it's probably something that you have used frequently in your writing. Click to continue to the writing exercise

8. Six Surprising Ways to Write Better Interview Questions.  The interview is the most-used tool in a journalist's bag. But that doesn't mean novelists, bloggers, and even students can't and don't interview people. Here's how to conduct a great interview. Click to continue to the writing exercise

9. Why You Should Try Writing in Second Person . You've probably used first person and third person point-of-view already. But what about second person? This post explains three reasons why you should try writing from this point-of-view. Click to continue to the writing exercise

10. The Secret to Show, Don't Tell . You've heard the classic writing rule, “Show. Don't Tell.” Every writing blog ever has talked about it, and for good reason. Showing, for some reason, is really difficult. Click to continue to the writing exercise.

12 Exercises and Lessons To Become a Better Writer

How do you become a better writer? These posts share our best advice:

• Want to Be a Better Writer? Cut These 7 Words
• What I Mean When I Say I Am A Writer
• How to Become a Writer: 3 Simple Steps
• 72% of Writers Struggle With THIS
• 7 Lies About Becoming a Writer That You Probably Believe
• 10 Questions to Find Your Unique Writing Voice
• The Best Writing Book I’ve Ever Read
• The Best Way to Become a Better Writer
• The Creative Writer’s Toolkit: 6 Tools You Can’t Write Without
• Should You Write More or Write Better: Quantity vs Quality
• How to Become a Better Writer in One, Simple Step
• 11 Writing Tips That Will Change Your Life

6 Lessons and Exercises from Great Writers

If you want to be a writer, learn from the great writers who have gone before you:

• 23 Essential Quotes from Ernest Hemingway About Writing
• 29 Quotes that Explain How to Become a Better Writer
• 10 Lessons Dr. Seuss Can Teach Writers
• 10 Writing Tips from Ursula Le Guin
• Once Upon a Time: Pixar Prompt
• All the Pretty Words: Writing In the Style of Cormac McCarthy

12 Genre and Format Specific Writing Lessons and Exercises

Here are our best writing lessons for specific types of writing, including essays, screenplays, memoir, short stories, children's books, and humor writing:

• Writing an Essay? Here Are 10 Effective Tips
• How To Write a Screenplay: The 5 Step Process
• How to Write a Great Memoir: a Complete Guide
• How to Write a Short Story from Start to Finish
• How to Write a Thriller Novel
• How to Write a Children's Book
• How to Write a Love Story
• How to Write a Coming of Age Story or Book
• How to Write an Adventure Book
• 5 Key Elements for Successful Short Stories
• 4 Tips to Write a Novel That Will Be Adapted Into a Movie
• Humor Writing for People Who Aren’t Funny

14 Characterization Lessons and Exercises

Good characters are the foundation of good fiction. Here are our best lessons to create better characters:

• Character Development: How to Create Characters Audiences Will Love
• Writing Villains: 9 Evil Examples of the Villain Archetype
• How NOT to Introduce a New Character
• The Strongest Form of Characterization
• The Most Important Character Archetype
• How Do You Build A Strong Character In Your Writing?
• 75+ Antihero Examples and How to Use Them
• How to Explore Your Characters’ Motivations
• 8 Tips for Naming Characters
• The Protagonist: How to Center Your Story
• Heroes vs. Anti-Heroes: Which Is Right For Your Story?
• The Weakest Form of Characterization
• How to Write With an Accent
• How To Create a Character Sketch Using Scrivener

15 Grammar Lessons and Exercises

I talk to so many writers, some of whom are published authors, who struggle with grammar. Here are our best writing lessons on grammar:

• Is It Okay To End A Sentence With A Preposition?
• Contractions List: When To Use and When To Avoid
• Good vs. Well
• Connotation vs. Denotation
• Per Se vs. Per Say
• When You SHOULD Use Passive Voice
• When Do You Use “Quotation Marks”
• Polysyndeton and Asyndeton: Definition and Examples
• The Case Against Twilight
• Affect Versus Effect
• Stop Saying “Literally”
• What Is a Comma Splice? And Why Do Editors Hate Them?
• Intra vs. Inter: Why No One Plays Intermural Sports
• Alright and Alot: Words That Are Not Words
• The Poor, Misunderstood Semicolon

4 Journalism Lessons and Exercises

Want to be a journalist? Or even use techniques from journalism to improve your novel, essay, or screenplay? Here are our best writing lessons on journalism:

• Six Ways to Ask Better Questions In Interviews
• How Should You Interview Someone? Over Email? In Person?
• What If They Don’t Want to Talk to You?
• Eleven Habits of a Highly Effective Interviewers

16 Plot and Structure Lessons and Exercises

Want to write a good story? Our top plot and structure lessons will help:

• The Ten Types of Story and How to Master Them
• Points of a Story: 6 Plot Points Every Story Needs
• How to Shape a Story: The 6 Arcs
• 7 Keys To Write the Perfect First Line of a Novel
• The Secret to Creating Conflict
• 4 Tips to Avoid Having Your Short Story Rejected by a Literary Magazine
• 7 Steps to Creating Suspense
• 5 Elements of Storytelling
• 3 Important Rules for Writing Endings
• A Writer’s Cheatsheet to Plot and Structure
• Overcoming the Monster
• How to Satisfy Your Reader With a Great Ending
• Pow! Boom! Ka-Pow! 5 Tips to Write Fight Scenes
• The Dramatic Question and Suspense in Fiction
• How to Write a Memorable Beginning and Ending
• How to Write the Perfect First Page

6 Lessons and Exercises to Beat Writer's Block

Writer's block is real, and it can completely derail your writing. Here are six lessons to get writing again:

• How To Write Whether You Feel Like it Or Not
• This Fun Creative Writing Exercise Will Change Your Life
• When You Should Be Writing But Can't…
• What to do When Your Word Count is Too Low
• 7 Tricks to Write More with Less Willpower
• When You Don’t Know What to Write, Write About Your Insecurities

7 Literary Technique Lessons and Exercises

These writing and storytelling techniques will teach you a few tricks of the trade you may not have discovered before:

• 3 Tips to “Show, Don’t Tell” Emotions and Moods
• 3 Reasons to Write Stream of Consciousness Narrative
• 16 Observations About Real Dialogue
• Intertextuality As A Literary Device
• Why You Should Use Symbolism In Your Writing
• 6 Ways to Evoke Emotion in Poetry and Prose
• 3 Tips To Write Modern Allegorical Novels
• Symbol vs. Motif: What’s the Difference

3 Inspirational Writing Lessons and Exercises

Need some inspiration? Here are three of our most inspiring posts:

• Why We Write: Four Reasons
• You Must Remember Every Scar
• 17 Reasons to Write Something NOW

3 Publishing Blogging Lessons and Exercises

If you want to get published, these three lessons will help:

• The Secret to Writing On Your Blog Every Day
• How to Publish Your Book and Sell Your First 1,000 Copies
• How to Get Published in Literary Magazines

11 Writing Prompts

Need inspiration or just a kick in the pants to write. Try one of our top writing prompts :

• Grandfathers [writing prompt]
• Out of Place [writing prompt]
• Sleepless [writing prompt]
• Longing [writing prompt]
• Write About Yourself [writing prompt]
• 3 Reasons You Should Write Ghost Stories
• Road Trip [writing prompt]
• Morning [writing prompt]
• The Beach [writing prompt]
• Fall [writing prompt]
• How to Use Six-Word Stories As Writing Prompts

Is It Time To Begin Your Writing Practice?

It's clear that if you want to become a writer, you need to practice writing. We've created a proven process to practice your writing at The Write Practice, but even if you don't join our community, I hope you'll start practicing in some way today.

Personally, I waited  far  too long to start practicing and it set my writing back years.

How about you? Do you think practicing writing is important?  Let me know in the comments section .

Choose one of the writing practice posts above. Then, read the lesson and participate in the writing exercise, posting your work in the Pro Practice Workshop . And if you post, please give feedback to your fellow writers who also posted their practices.

Have fun and happy practicing!

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Joe Bunting

Joe Bunting is an author and the leader of The Write Practice community. He is also the author of the new book Crowdsourcing Paris , a real life adventure story set in France. It was a #1 New Release on Amazon. Follow him on Instagram (@jhbunting).

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50 Comments

You have THE BEST content for writing on this blog!!

Thank you, Kristen. This made my morning. 🙂

Thanks Mitch. 🙂

I can’t remember when I started following this website. I have to look in my notebooks because that’s where I did these practices. I didn’t have access to a computer when I did them, so I wrote them out, setting the time limit. But even when I do get to a computer, I have my reservations about putting my practices on the page. even though it’s practice, I want them to be the best, almost perfect. But I know it won’t be. I’ve gotten feedback before that says so. It still gets to me that I didn’t put something together that not everyone liked. I need to get over it. After all, that is what these practices are about: to learn and improve on our craft.

I don’t know either, George, but it’s been several years. Perfectionism is something so many of us face, and it’s made worse when you don’t have a critique community as warm and encouraging as ours is. I hope you and everyone here are always willing to try something new, even if it comes out a little messed up, because you know we’ll support you and try to make you better.

What a great share! Thanks so much!

You’re so welcome, Elizabeth. Thank you for commenting.

when I ran writing classes I wrote. when I am “a member of writing classes” the teacher/leader/facilitator is NOT MY AUDIENCE and so I don’t write as well/as much. I don’t get the feedback I need from fellow students because most of them have never run their own writing projects/workshops. So many people expect you to write their story for them. I’ve actually got quite a few stories of me own. I have finally decided I like owning them. 😉

It sounds like you need a new critique group, Patience! Hope you can find a place where you get the feedback you need.

Wow! Terrific round-up of resources. 🙂

Thanks Stephanie. 🙂

Practice is necessary, period. It doesn’t matter what you want to learn. If you want to improve, practice is vital.

It’s odd. I’ve known and applied that principle for years on a variety of things. Painting. Drawing. Blogging. Gardening. Laundry.

But never writing.

Like you, I had the notion that just writing every day was all it took to improve. Why not the same level of dedication to writing?

Perhaps it’s time to change that!

I can relate, Carrie. It’s easy to confuse the craft of writing with journaling, thinking that you can just write whatever you feel like and you’ll get better, write something worth reading. The truth is that writing interesting things to read is a skill, but the good news is that you can get better at it with practice. Thanks for practicing with us! 🙂

I love these suggestions , and have set Writing Practice as my homepage so the first 15 minutes of my day is spent writing, whether its a practice or exercise here or another that is sprinkled through out this site, Thank you for all you do everyone here at The Write Practice

This is great Debra. I want to write the first 15 minutes of my day too!

I agree with Joe, Do it. Could be your to do list… ( that could lead to something else story wse later)

I love that, Debra. Such a good way to start your day.

Thanks Joe!

The best! Thank you so much for this.

You’re very welcome!

I simply LOVE all the tips and suggestions given on this blog. They are super helpful!

THANK you. We love sharing them with you. 🙂

Hi! You forgot the link to How to Write a Story a Week: A Day-by-Day Guide.

Thanks a lot for your work! This post is amazing.

It’s a great post Thiago. Definitely one of our most shared. Thanks for mentioning it! BTW here’s the link:

https://thewritepractice.com/a-story-a-week/

Wow!! There are so many exercises…. I just love it..! I am gonna really enjoy it..!

Awesome! Thank you for reading and practicing with us. 🙂

I only read halfway , My tootie is jumping all over me, and typing this is a struggle when a 3yr old wants his Toy Story movie on Youtube in this computer. Thank you for this article, will come back later to finish reading.

I know the feeling! Good luck!

Can’t wait to get stuck in with this! 🙂

Very helpful! Thank you!

I’ve just bookmarked this page. Thanks for this wonderful list.

This is awesome! So many helpful tips. I will be coming back to this often. Thanks for posting this!

Wow, so many goodies! Thank you for always providing such amazing content!!

I have enjoyed all these articles. Thank you for the help an inspiration to get my writing on its way. My creativity is boosting with confidence. Tootle loo.

Amazing contents for beginners like me Joe. I am highly inspired by your commitment. Thank you.

Hey, thanks!

Although I have only read half of thisc article, the practice exercises are excellent. Some of them are exactly what a beginning writer like myself needs. I am committing to at least try ALL of them. Thanks Joe!!

very helpful! thank you..

Amazing articles! Thanks so much for sharing!

My god this article made me love this site . You know it’s kinda hard for a beginner writer, who don’t know where to start and fixing goals, even samll ones give us a direction . A place to go , an aim for our creativity so thanks you , this community and this site. Love you all . At your pens ! 😉

Wow. This is great. I find all your posts informative, but this one is the best for me to use as a guide to get my self starting to write….Thank you.

I’m an old lady who wants to publish one more book before I die — have published several, all non-fiction, and done two under contract to a major publisher (reference books). So help me, the BIGGEST problem I have all along, is keeping track of the damned paper work and research that goes into a book!!! Yet I never ever see articles on something as simple as “How to file” — Oh I know, there’s wonderful software these days so probably I will never find a way to get paper organized — everybody will use software and do it on the computer. I’m too old for that — just one look at the learning curve for software, even putting the damned stuff into computer files is even MORE frustrating than paper!! Oh well, somehow I managed in the past to get books published, I may be able to do it one more time.

you enjoy writing more than anything else and you do indeed care to help others write. I love writing but translation from Arabic into English and English into Arabic is taking all of my time from the early hours of the morning till the evening. I will soon get all of your books in order to read them as soon as possible. One thing I am sure of. You know what you are doing very well. Hamzah

Excellent! Many useful tips. Many thanks!

Liz and Joe, I have only looked at a few exercises. Already, I am convinced that your site is one of the best sites out there. Thank your for sharing your wisdom.

Wow, these are the best lessons and exercises for writing. Actually i’m participating in a compitition this wendsday. so, i’m quite nervous and exited. this helped me a lot

Magnificent post ever I have read. This article will help me a lot to write a right way. Thank you.

i need your help to improve to become a better writer please. i think i usually commit moist of these errors and i don;t pay attention to many advices too.

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What Makes Writing So Hard?

MAY 9, 2022

Many students struggle with writing—but what makes it so hard? And why do so many students hate to write? Writing is a task with a very high cognitive load. Giving students meaningful practice and clear structures for writing helps them move their thoughts out of their heads and onto the page.

Who Needs to Write? Everyone.  

Based on the most recent NAEP writing assessment , only about one in four students at any grade level is proficient in writing—and that number hasn’t shifted meaningfully in decades. One in five students scored at the lowest proficiency level, Below Basic, at each tested grade level. Clearly, the traditional English Language Arts (ELA) programs used to teach writing are not, on their own, enough to move the needle for most students. 

At the same time, writing is more important than ever in our knowledge economy. Writing is a “gatekeeper” skill for many higher-paying professions. Most white-collar and technical jobs require at least basic writing skills, whether for creating formal reports or simply communicating through email. In blue-collar and service jobs, people are often expected to be able to write clearly to communicate with customers. And writing will almost certainly be required to advance beyond the entry levels. In fact, a survey of business leaders put written communication skills at the top of the list of sought-after attributes. 

Beyond the workforce, writing, like reading, is a skill that enables full participation in our modern world. Good writing skills allow people to participate in democracy by writing letters to the editor or expressing their views to a representative. Writing also allows people to participate in, rather than simply watch, all of the discourse and entertainment happening online. Writing can empower people to self-advocate in a variety of contexts, from healthcare to consumer interactions to legal proceedings. Writing skills are essential for anyone who wants a seat at the table in today’s complex political, consumer and personal realms. 

The High Cognitive Load of Writing

By some metrics, today’s kids and teens are writing more than ever—that is, if you count texting, commenting on online content, and interacting in multiplayer games. But these interactions do not rise to the level of writing required to be successful on state assessments, college assignments, or workplace tasks. When students are faced with an authentic writing task—such as responding to a piece of text, writing a research paper, or developing an original narrative—the majority struggle. 

In part, that may be because students don’t have much practice with formal writing, especially in extended form. There is some evidence that students today spend less time on writing than in the past, especially on argumentative writing and writing in the content areas. The Institute of Educational Sciences (IES) recommends that students have 60 minutes of writing time each school day , including a mix of direct writing instruction and writing assignments that span different purposes and content areas. However, only about 25% of middle schoolers and 30% of high schoolers meet the standard, and many students are only spending about 15 minutes each day on writing. 

But even with ample time and instruction, writing is hard —in fact, it is arguably the hardest thing we ask our students to do. Natalie Wexler, the author of The Knowledge Gap , explains that writing has an even higher cognitive load than reading . That’s because, in addition to processing information, students also have to figure out how to get their own thoughts on the page. 

Writing is a highly complex skill that involves many discrete sub-skills at both the “macro” and “micro” levels. 

• At the “macro” level, students have to figure out what to say: what is the point they are trying to make or the story they are trying to tell? What is the best way to organize their ideas and structure their piece? What are the big ideas and conclusions they want to get across? What kind of supporting evidence or details are needed? 
• At the “micro” level, students must apply a myriad of foundational writing skills, from the motor skills involved with keyboarding or handwriting to decisions about word choice, syntax and grammar. 

All of these writing processes are happening at the same time , adding to the overall cognitive load of the task. To lower the cognitive load, students must achieve proficiency and fluency at both the macro and micro levels. When students struggle with foundational skills such as letter formation and word selection, they may not have enough cognitive resources left to focus on the “big picture” of what they want to say. On the flip side, students who don’t know how to organize their ideas will not have much energy to focus on developing their writing style and editing and polishing their work.

The Hardest Part of Writing is Thinking

For most students, the hardest part of writing isn’t writing out individual words or forming a complete sentence. It is simply figuring out what to say . In fact, the Writing Center of Princeton says: 

Writing is ninety-nine percent thinking, one percent writing. In other words, when you know what you want to say and how you want to say it, writing becomes easier and more successful.

Writing is, fundamentally, thinking made visible. If you can’t think, you can’t write. One of the best ways of lowering the cognitive load of writing is to give students a structure for organizing their ideas and thinking through the flow and structure of their piece. 

That’s where Thinking Maps come in. Thinking Maps provide the structure for thinking through a writing task and organizing ideas prior to writing.

It starts with understanding the task itself. Students in a Thinking Maps school learn to use “signal words” that indicate what kind of thinking is required for a task. Then, they know what kind of Map to use to start their thinking process. For example, if the prompt asks them to explain the similarities and differences between two historical eras, they know immediately that this will be a “compare-and-contrast” task. The Double Bubble Map provides the structure they need to organize their ideas, whether from their existing knowledge, in-depth research, or a text provided with the prompt. Once they have fleshed out their ideas, students can use a writing Flow Map to develop their piece section by section. Having this kind of structure helps students move through the planning and organizing phases of writing more quickly so they have more time to spend on other parts of the writing process, including revising and editing. It also leads to clearer, more organized writing. 

At Pace Brantley Preparatory, a Florida school serving students with learning disabilities in grades 1-12, adding some dedicated Thinking Maps planning time prior to writing led to better writing products on their benchmark assessments. Read the Pace Brantley story .   

In our Write from the Beginning…and Beyond training , teachers learn how writing develops across the grade levels and how to use Thinking Maps to support student writing, including using the Maps to process thinking before writing and using the writing Flow Map to plan writing. Advanced training includes specific strategies for different genres, including Narrative, Expository/Informative, Argumentative, and Response to Text.

When students can think, they are ready to write. And when students can write, they are ready for anything. 

Want to know more about Thinking Maps and writing?

• Download the recording: Building a Deep Structure for Writing

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April 15, 2024

Scientific thinking empowers students to ask good questions about the world around them, become flexible and adaptable problem solvers, and engage in effective decision making in a variety of domains. Thinking Maps can help teachers nurture a scientific mindset in students and support mastery of important STEM skills and content.

February 15, 2024

A majority of teachers believe that students are finally catching up from pandemic learning losses. But those gains are far from evenly distributed—and too many students were already behind before the pandemic. To close these achievement gaps, schools and districts need to focus on the underlying issue: the critical thinking gap.

January 16, 2024

Student engagement is a critical factor in the learning process and has a significant impact on educational outcomes. Thinking Maps enhance engagement by encouraging active participation in the learning process, facilitating collaboration, and providing students with structure and support for academic success.

November 15, 2023

Project-based learning (PBL) immerses students in engaging, real-world challenges and problems. Thinking Maps can give students a framework for thinking, planning and organizing their ideas in the PBL classroom.

Is Writing Hard: The Top Reasons Why Writing Is Hard, With Tips

Is writing hard? It can be difficult if you have been told to re-write or revise after the first draft. Learn more in this article.

If you find the process of writing to be challenging, try not to get frustrated. The goal is to become a better writer, and even a good writer can have a hard time from time to time. For example, Ernest Hemingway is widely considered one of the greatest writers of all time. However, even he had some struggles with creative writing occasionally.

Becoming a professional writer can be hard, and good writing should be an interactive experience. Yes, writing is difficult, but it is also enjoyable. If you want to overcome writer’s block, you need to identify some of the biggest challenges. Then, you can use your writing skills to overcome them.

1. Writing Is Hard Because It Requires Your Undivided Attention

2. writing is a long process, 3. writing requires bravery, 4. writing takes a lot of practice, 5. writing caters to perfectionists, 6. writing has an inconsistent schedule, how to overcome these challenges, final word on is writing hard, why is writing so hard, if i want to become a better writer, what should i do.

One of the biggest reasons writing is so hard is that it requires your undivided attention. Have you ever taken a job where you were doing a bunch of mindless tasks? For example, you might have had a job where you had to copy information from one spreadsheet into another. Or, you might have had a job where you had to watch videos and then give your thoughts at the end. You do not necessarily need to pay attention to these tasks the entire time. Instead, you can tune in and out, still getting the job done.

When it comes to writing, this is not an option. If you do not focus on the task at hand, your writing will not be very good. Laziness cannot creep into your writing, or your work will suffer. There is no way you can put your brain on autopilot and end up with a good result. You need to focus on the task at hand if you want your writing to come out well.

If you aren’t focused on your work, it is better to take a break and do something else. Then, come back to your writing when you can truly focus on it. 

Another reason writing is hard is that it does not lead to instant gratification. If you want to see the fruits of your labor at the end of the day, writing may not deliver. It takes a long time to write a good story. Regardless of whether you are writing a poem, a short story, or a novel, the process is lengthy. Some of the greatest poets in the world have spent a month crafting a single poem. 

Therefore, you might not see the results of your hard work for days, weeks, or months. Sure, at the end of the day, you might have a bunch of pages written, but this does not necessarily mean they are any good. You won’t truly feel satisfied with your work until the entire story is finished.

Because there is a long time before you experience that feeling of fulfillment, writing can be hard. You might even start a story only to scrap it at the end because you do not like it. Most people do not have the patience to deal with the full scope of the writing processing. 

Do you want to go through life anonymously? Do you want to sit in the background where nobody will bother you? Taking risks is hard, and being a writer is brave. However, virtually everything you write will eventually be reviewed by somebody else. Are you a professional writer? If so, then a client or an editor will review your work. Do you work for a large firm? If so, a manager will review your work at the end. Do you want to publish a book? If so, your reader base will have an opinion on your work.

Someone else is going to read your work eventually. It can be nerve-racking to wait for them to give their opinion. After all, you might have spent months, or even years, writing that story. If the other person doesn’t like it, it could mean that all of your work has been for nothing. Or, if they don’t like your work, it could make you angry. It is your work, not theirs! Who are they to criticize it?

It takes a lot of courage to put all of your work on display. Unfortunately, many people are not willing to make themselves vulnerable like this, which is why writing is so hard. 

If you want to be a good writer, you need to practice repeatedly. The only way you will ever get better at writing is by practicing it daily. Even when you don’t want to write, you should let your fingers flow to put words on the page. Then, you can come back and organize them later.

If you play a musical instrument, you need to practice every day. Otherwise, your skills are going to rust over. Likewise, if you play a sport, you need to practice daily. If you take a lot of time off, you might get out of shape, causing you to fall short when you come back. Writing is the same way. If you don’t write regularly, your writing skills will get rusty. Then, when you are ready to write again, you might fall behind.

Because writing takes a lot of practice, it can be incredibly challenging. 

If you are a perfectionist, you might embrace the challenge of writing. But, unfortunately, it is not unusual for writers to expect themselves to be perfect. “Good enough” is never really good enough for a writer. Now, you might think that the endless drive for perfectionism brings out the best in a writer. Expecting yourself to do better can indeed be a positive quality in a writer; however, it can also be a tremendous challenge. 

Think about it like this. If you are running a book for someone, you may have a deadline to meet. The deadline is coming up, and you aren’t anywhere close to being finished. Why is that the case? You may have spent a long time writing the first chapter because you always felt like there was a better version. Therefore, that chapter was never perfect, causing you to fall behind on the rest of the book.

This is what they call crippling perfectionism. It is true that you need to go back and edit, proofread, and review your work. Then, you might be able to make it better. On the other hand, it takes a lot of practice to learn when to put down the chapter and move on to the next area. If you expect everything to be perfect, you will spend endless hours agonizing over a single word choice. This is another reason why you need to practice regularly. You need to learn when to make changes and when to let it go.

If you enjoy a routine, you may have a difficult time sticking to one as a writer. For example, you might be someone who likes to write early in the morning. You might be someone who likes to write during business hours only. You might even be someone who likes the right in the middle of the night.

You will quickly learn that you do not have a lot of control over when you write. If you don’t have a pen and paper, you might think that you can stay away from writing; however, if a moment of inspiration strikes you, you will probably pull out your phone and start to type into a notepad.

The point is that you will write when inspiration strikes you. You never know when you will feel like writing, and you don’t want to miss that critical moment of “eureka.” As a result, it is easy to let your writing seep into other areas of your life. It can be difficult for you to stick to a routine, and it can impact your relationships. It takes a lot of discipline to learn how to contain your writing while still getting the most out of your skills.

These are a few of the biggest challenges you will face if you would like to get better at writing. Fortunately, there are some ways you can overcome these challenges as well. These include: 

• Learn when to take breaks. It is okay to take breaks from time to time. If you are sitting there and nothing is coming out, put down the pencil and do something else. You may find that spending time outside gives you the moment of inspiration you’ve been looking for.
• Make sure you designate time for family members and friends. If you just assume you will spend time with those closest to you, you may not spend as much time with them as you would like. Instead, block off time to be with other people. This could help you improve your writing as well.
• Invest in a tool that can help you stay organized. For example, if you have multiple projects going on simultaneously, make sure you have a calendar of when they are due. That way, nothing will fall through the cracks.
• You may feel like you don’t have enough confidence in yourself. If that is the case, remember that vulnerability can be a valuable asset. You might want to try meditation or positive affirmations that can make you feel better about yourself. Then, remember to stay humble when you present your work to other people.
• Finally, you need to make sure you get enough sleep. If you don’t get enough sleep at night, you won’t give your brain a chance to recharge. This could cause you to fall behind on your work. You might even want to set alarms for yourself that tell you when to go to bed.

Everyone has a different strategy for overcoming these challenges. Of course, you will learn more about yourself as you go, but consider putting a few of these tips to use if you want to overcome some of the biggest challenges facing writers. 

So, is writing hard? It is highly unusual for someone to say that writing is easy, but everyone has their own talents. If you want to be a professional writer, you need to practice regularly. Then, make sure you give other people the chance to review your work. Listen to what they have to say.

Everyone has a different opinion, so make sure you put their opinion in the context of your work. Finally, remember to take breaks. There is a light outside of writing, and spending time with other people away from your work can help you improve your assignments when you go back to them.

FAQs About Is Writing Hard

Writing is hard because it requires a tremendous amount of patience and focus. It also requires a lot of vulnerability, as other people will be reviewing your work. You also have to be critical of yourself as you review your assignments, which can be a challenge for many people.

If you want to be a better writer, you need to practice regularly. Most importantly, you should try to practice different forms of writing. That way, you can improve different writing skills, apply additional writing tips, and get better at expressing your ideas through the act of writing. Freewriting is critical for exploring different styles of writing

Bryan Collins is the owner of Become a Writer Today. He's an author from Ireland who helps writers build authority and earn a living from their creative work. He's also a former Forbes columnist and his work has appeared in publications like Lifehacker and Fast Company.

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What Makes Assignment Writing so Difficult for Students?

Students always find it very difficult to write perfect assignments. The college years are seriously tough for the students and the lengthy assignments are an extra burden. However, these assignments are essential to test their ability and understanding of a particular subject. The universities around the world work like this only. One cannot think of college life without assignments, projects and homework, no matter what subject you are learning.

Undoubtedly, completing the long list of academic tasks is very difficult for the students and it is quite normal if they give up on them. One of the major reasons is that the students find writing long assignments very boring.

Often, they are disinterested in the writing tasks and especially the research work. That is why they become hesitant to write their assignments, resulting in low scores.

The assignment help providers become saviours and help them in making high-scoring assignments.   Certain factors make assignment writing difficult for the students. We’ll discuss all of them. But first of all, let us understand what is required to write a perfect college assignment .

A thorough research

We have always heard that little knowledge is a dangerous thing. Students have less knowledge about credible sources on the internet and less information about the topic. However, the more they research their topics, the more they will explore the different aspects.

Undoubtedly, it is difficult for the students to understand every topic from scratch. But it is necessary to research the given topics as much as possible. Different types of assignments need a different approach for research. For example, a case study requires an in-depth knowledge of the given topic from its inception to the present scenario. Sometimes, a student has to predict the future aspects as well. When it comes to maths assignments, each question has a different answer, and one has to solve the problems.

The method may differ, but the need for research is always high for every academic task. Students find it very difficult to research. Therefore, they prefer online assignment help to complete these tasks. It is always a better option to get help from experts. But not many assignment help providers have qualified academic writers.

You can always contact Grow With Grades for assignment help as our team of expert writers include Ph. D. holders.

Good writing skills

One cannot think of scoring good marks without having good writing skills. Writing is the foremost aspect of assignment making. Your good research won’t matter if you do not know the basics of academic writing. That is why having good writing skills is important. If you really want high grades, you must be able to deliver your messages clearly. And for that, you need to have good writing skills. You should be able to highlight the keynotes of everything you have researched.

The ones who have good writing skills always have a plan before they start with their work. They clearly envision how they have to design their assignments, different sections, and the content.

Students often lose marks because of minor mistakes like grammatical errors, formatting mistakes, repetition etc. If you have good writing skills, you will automatically keep a check on all these aspects that downgrade your score. It is always advisable for beginners to use free grammar checker tools to ensure there are no silly mistakes that professors hate.

Good analytical skills

Students ignore to work on their analytical skills. However, good analytical skills help in assignment writing a lot. Students should be able to interpret the collected data in the right manner. And for that, good analytical skills are required. One should be able to find the key highlights of the research, which are hard to find.

The gathered data has to be segregated in a proper format and then written in the right manner. Not many students have these analytical skills. Therefore, they seek help from online assignment help providers.

As we briefly discussed what is required for a high-scoring assignment, let us understand what makes it so difficult for the students to complete their assignment writing tasks.

Poor understanding of topic

This is one of the major reasons why students do not get good marks for their assignments. Most of the time, they are given complex topics that they do not understand. That is what makes their task even more difficult.

When students have no interest in the subject, or have no understanding of it, they fail to find good content related to the assignment topic. This leads to low scores.

To some students, even the basic concepts of the subject are not clear. In those cases, even good research does not help. Students never agree on the fact that they need to focus more on their studies to have better knowledge of the subjects.

However, they understand that they need good marks to receive their professional degrees. That is why they seek expert assignment help. Surely, it is a good idea to get help from experts rather than ruining the work. Grow With Grades is one such platform where expert academic writers of different subjects can provide assignment help.

Poor time-management skills

Nowadays, many students have to look after their part-time jobs. They had no choice but to invest time in their jobs as well. Therefore, they are left with no time to complete their academic tasks.

A lot of students fail to manage their time properly. Because of poor time-management skills, they even find it difficult to spare some time for themselves.

That is another reason they contact find assignment writers online.

No experts for help

We all know that the transition phase from school to college is very difficult. Though the professors at colleges are far more experienced, their emotional connection with the students is less as compared to the school teachers. That is why the newbies at the college feel hesitant to ask questions and clear their doubts. Also, it makes it even more difficult for them as the college professors are not always available to help them.

Lack of expert guidance is what makes assignment writing difficult for college and university students. Even for the professors, it is difficult to address the issues of all the students in a class in a short span of time. That is why they put more emphasis on self-study all the time. However, many students still feel that they need expert help for their assignments. Then also, they look for assignment help providers.

However, there are only a few companies like Grow With Grades that have expert writers for assignment writing. Rest assign amateur writers for task completion. Therefore, it is necessary to thoroughly cross-check everything before seeking help from online assignment help providers.

Poor writing skills

As mentioned earlier, good writing skills play an important role when it comes to assignment writing. There is no point in having good research if the reader fails to understand your message. Latent writing skills are one of the major reasons why students struggle with assignment writing. Also, many students struggle with the language itself. A lot of grammatical and structural errors are found in their assignments. Because of these mistakes, students lose so much of their marks.

Therefore, it is always advised to edit and proofread the assignments thoroughly before submitting them for final evaluation. Other than this, one should always keep a check on the plagiarized content as well. Plagiarism is an offense.

Online assignment help providers Grow With Grades never used plagiarized content for any kind of assignment work.

Writing good assignments need focus. Though this point is very generic, lack of focus can completely affect your workflow and can leave you with a hefty amount of unfinished work. Therefore, it is important to be focused while making assignments.

There can be several ways of developing focus. Meditation, exercise are the common ones. It is up to you what works the best for you.

Multiple academic projects

During your college years, you will have to complete hundreds of assignments on different subjects. Undoubtedly, the assignment writing tasks are very lengthy and time-consuming. And multiple academic projects of different subjects can make the tasks even more difficult for you. This is also one reason why many students leave their assignments in between because they get confused between all of them.

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Student Opinion

Over 1,000 Writing Prompts for Students

Compiled by Michael Gonchar

• April 12, 2018

Note: We have 300 new argumentative writing prompts to add to this list.

Sign up for our free Learning Network newsletter. Receive new writing prompts in your inbox every week.

Of all the resources we publish on The Learning Network, perhaps it’s our vast collection of writing prompts that is our most widely used resource for teaching and learning with The Times.

We’ve published iterations of this post in the past — 200 , 401 and even 650 prompts — but never before have we gathered all our prompts, for both personal and argument writing, into one categorized list.

Admittedly, the list is huge. In fact, there are 1,219 questions below on everything from video games and fashion to smartphones and parenting, and each prompt links to a Times article as well as to additional subquestions that can encourage deeper thinking.

To help you navigate this page, here’s an index of topics:

Technology (1-74): Social Media • Smartphones • Internet & Tech Arts & Entertainment (75-248): Music • Television • Video Games • Movies & Theater • Books & Reading • Writing • The Arts • Language & Speech School & Career (249-449): School • Learning & Studying • Education Tech • Teachers & Grading • School Rules & Student Life • College • Work & Careers Identity & Family (450-828): Parenting • Family • Childhood Memories • Growing Up • Overcoming Adversity • Your Personality • Religion & Morality • Role Models • Gender • Race & Ethnicity • Neighborhood & Home • Money & Social Class • What If... Social Life & Leisure Time (829-1,059): Friendship • Dating & Sex • Looks & Fashion • Food • Sports & Games • Travel • Holidays & Seasons • Shopping & Cars Science & Health (1,060-1,140): Science & Environment • Animals & Pets • Exercise & Health Civics & History (1,141-1,219): Guns & the Justice System • Government Policy • History & News

So dive into the hundreds of writing prompts below — and let us know in the comments how you might use them in your classroom.

Social Media

1. Is Social Media Making Us More Narcissistic? 2. Are You the Same Person on Social Media as You Are in Real Life? 3. How Young Is Too Young to Use Social Media? 4. What Advice Do You Have for Younger Kids About Navigating Social Media? 5. How Do You Use Facebook? 6. What Is Your Facebook Persona? 7. How Real Are You on Social Media? 8. What Memorable Experiences Have You Had on Facebook? 9. Does Facebook Ever Make You Feel Bad? 10. Does Facebook Need a ‘Dislike’ Button? 11. Has Facebook Lost Its Edge? 12. Would You Consider Deleting Your Facebook Account? 13. Would You Quit Social Media? 14. Do You Have ‘Instagram Envy’? 15. Who Is Your Favorite Social Media Star? 16. What’s So Great About YouTube? 17. What Has YouTube Taught You? 18. What Are Your Favorite Viral Videos? 19. What Are Your Favorite Internet Spoofs? 20. What Would You Teach the World in an Online Video? 21. Do You Ever Seek Advice on the Internet? 22. Would You Share an Embarrassing Story Online? 23. Do You Use Twitter? 24. Is Snapchat a Revolutionary Form of Social Media? 25. Why Do You Share Photos? 26. How Do You Archive Your Life? 27. What Ordinary Moments Would You Include in a Video About Your Life? 28. Are Digital Photographs Too Plentiful to Be Meaningful? 29. Do You Worry We Are Filming Too Much? 30. Have You Ever Posted, Emailed or Texted Something You Wish You Could Take Back? 31. Would You Want Your Photo or Video to Go Viral? 32. Do You Worry Colleges or Employers Might Read Your Social Media Posts Someday? 33. Will Social Media Help or Hurt Your College and Career Goals? 34. Should What You Say on Facebook Be Grounds for Getting Fired? 35. Are Anonymous Social Media Networks Dangerous? 36. Should People Be Allowed to Obscure Their Identities Online? 37. Are Parents Violating Their Children’s Privacy When They Share Photos and Videos of Them Online? 38. Would You Mind if Your Parents Blogged About You?

Smartphones

39. Are You Distracted by Your Phone? 40. Are You Distracted by Technology? 41. Does Technology Make Us More Alone? 42. Is Your Phone Love Hurting Your Relationships? 43. How Has the iPhone Affected Your Life? 44. How Young Is Too Young for an iPhone? 45. Do You Always Have Your Phone or Tablet at Your Side? 46. Do Screens Get in the Way of the Rest of Your Life? 47. Do You Experience FOMO When You Unplug? 48. How Much of Your Day is Voluntarily Spent Screen-Free? 49. Does Your Digital Life Have Side Effects? 50. Do You Think Teenagers Are Replacing Drugs With Smartphones? 51. Are You ‘Addicted’ to Texting? 52. How Many Text Messages Are Too Many? 53. Can a GIF Work Better Than Words? 54. Have You Ever Sent an Odd Message Because of Auto-Correct? 55. Do You Spend Too Much Time on Smartphones Playing ‘Stupid Games’? 56. Do Apps Help You or Just Waste Your Time? 57. What Makes HQ Trivia So Popular? 58. Is Pokémon Go a Positive Cultural Force? Or Is it Just Another Excuse for People to Stare at Their Phones?

Internet & Tech

59. Is the Internet Broken? 60. How Do You Protect Your Personal Information From Hackers? 61. How Careful Are You Online? 62. What Story Does Your Personal Data Tell? 63. Do You Worry About the Lack of Anonymity in the Digital Age? 64. Do You Wish You Had More Privacy Online? 65. Would You Be Willing to Pay for Facebook or Google in Exchange for Your Privacy? 66. Have You Ever Been Scammed? 67. Whom Would You Share Your Passwords With? 68. What Tech Tools Play the Biggest Role in Your Life? 69. What New Technologies or Tech Toys Are You Most Excited About? 70. To What Piece of Technology Would You Write a ‘Love Letter’? 71. Do Machines Represent a Threat to Humans? 72. Do You Think Recreational Drones Are Safe? 73. What Role Will Robots Play in Our Future? 74. Will Wearable Technology Ever Really Catch On?

Arts & Entertainment

75. What Songs Are on Your Favorite Playlist? 76. What Are You Listening To? 77. What Musicians or Bands Mean the Most to You? 78. What Music Inspires You? 79. Who in Your Life Introduces You to New Music? 80. Do You Think You’ve Already Forged Your Lifelong Taste in Music? 81. How Much Is Your Taste in Music Based on What Your Friends Like? 82. What Are Your Earliest Memories of Music? 83. Will Musical Training Make You More Successful? 84. What Role Does Hip-Hop Play in Your Life? 85. Which Pop Music Stars Fascinate You? 86. Who Is Your Favorite Pop Diva? 87. What’s Your Karaoke Song? 88. Which Artists Would You Like to See Team Up? 89. How Closely Do You Listen to Lyrics? 90. What Song Lyrics Do You Consider Literature? 91. What Current Musicians Do You Think Will Stand the Test of Time? 92. What Artists or Bands of Today Are Destined for the Rock and Roll Hall of Fame? 93. What Musician, Actor or Author Should Be a Superstar, but Hasn’t Quite Made It Yet? 94. What Artists Do You Believe Are the Future of Music? 95. What Can You Predict About the Future of the Music Industry? 96. What Artists Do You Consider ‘Sellouts’? 97. How Much Can an Artist Borrow From Earlier Musicians Before It Becomes Stealing? 98. Who Does Hip-Hop Belong To?

99. What Are Your Favorite TV Shows? 100. What Are the Best Things You’ve Watched, Read, Heard or Played This Year? 101. What Are Your TV Habits? 102. Do Your Television Viewing Habits Include ‘Binge-Watching’? 103. What Role Does Television Play in Your Life and the Life of Your Family? 104. What Television Shows Have Mattered to You? 105. How Often Do You Watch a Television Show When It Originally Airs? 106. Have You Fallen Into ‘Friends’ or Any Other Older Television Shows? 107. What Old Television Shows Would You Bring Back? 108. Why Do We Like Reality Shows So Much? 109. What Ideas Do You Have for a Reality Show? 110. What Reality TV Show Would You Want to Be a Guest Star On? 111. Should Children Be Allowed to Compete on TV? 112. What Are Your Favorite Cartoons? 113. What Are Your Favorite Commercials? 114. What Makes a Good Commercial? 115. How Much Are You Influenced by Advertising? 116. Does Reality TV Promote Dangerous Stereotypes? 117. Do TV Shows Like ‘16 and Pregnant’ Promote or Discourage Teenage Pregnancy? 118. Is ‘13 Reasons Why’ Raising Awareness About Teenage Suicide, or Glamorizing It? 119. Do You Watch Hollywood Awards Ceremonies? 120. Why Do We Like to Watch Rich People on TV and in the Movies? 121. Should the Private Lives of Famous People Be Off Limits? 122. Should We Be Privy to the Lives of Celebrities’ Children? 123. Do You Think Child Stars Have It Rough? 124. Does TV Capture the Diversity of America Yet? 125. Is TV Too White? 126. What Stereotypical Characters Make You Cringe? 127. What Makes a Good TV Show Finale?

Video Games

128. Should Video Games Be Considered a Sport? 129. What Have You Learned Playing Video Games? 130. What Are Your Favorite Video Games? 131. Do You Play Violent Video Games? 132. Should Stores Sell Violent Video Games to Minors? 133. Do Violent Video Games Make People More Violent in Real Life? 134. When Should You Feel Guilty for Killing Zombies? 135. Who Are Your Opponents in Online Gaming? 136. Do You Like Watching Other People Play Video Games? 137. How Excited Are You About the Possibilities of Virtual Reality? 138. Can a Video Game Be a Work of Art? 139. What Game Would You Like to Redesign? 140. How Sexist Is the Gaming World?

Movies & Theater

141. What Are Your Favorite Movies Ever? 142. What Were the Best Movies You Saw in the Past Year? 143. What Movies Do You Watch, or Reference, Over and Over? 144. What Movies, Shows or Books Do You Wish Had Sequels, Spinoffs or New Episodes? 145. What Have You Learned From Movies? 146. Do You Like Horror Movies? 147. Are ‘Dark’ Movies O.K. for Kids? 148. What Is Your Favorite Comedy? 149. Are There Topics That Should Be Off Limits to Comedy? 150. What Is Your Favorite Sports Movie? 151. Who Are Your Favorite Movie Stars? 152. Would You Pay Extra for a 3-D Movie? 153. Where, and How, Do You Watch Movies? 154. What Are the Best Live Theatrical Performances You’ve Ever Seen? 155. Have You Ever Stumbled Upon a Cool Public Performance? 156. Have You Ever Performed for an Audience or Shared Creative Work With Others? 157. Does Live Theater Offer Something You Just Can’t Get Watching Movies or TV? 158. Is Hollywood Becoming More Diverse? 159. What — if Anything — Does the Current Hollywood Film Industry Lack?

Books & Reading

160. What Are the Best Books You’ve Read? 161. Read Any Good Books Lately? 162. What Are Your Favorite Young Adult Novels? 163. What Do You Want to Read This Summer? 164. What Books Do You Think Every Teenager Should Read? 165. What Role Have Books Played in Your Life? 166. Do You Read for Pleasure? 167. Do You Have a Favorite Novelist? 168. To What Writer Would You Award a Prize? 169. Has a Book, Movie, Television Show, Song or Video Game Ever Inspired You to Do Something New? 170. When Have You Seen Yourself and Your Life Reflected in a Book or Other Media? 171. Who Are the Characters That Authors Should Be Writing About? 172. Do You Prefer Your Children’s Book Characters Obedient or Contrary? 173. How Much Power Do Books Have to Teach Young People Tolerance of Others? 174. Do You Read E-Books? 175. Are Paper Books Better Than E-Books? 176. Would You Trade Your Paper Books for Digital Versions? 177. Does Reading a Book Count More Than Listening to One? 178. What Childhood Classic Would You Like to See Turned Into a Movie or TV Show? 179. Are Shortened Versions of Classic Adult Literature Right for Young Children? 180. Is There Any Benefit to Reading Books You Hate? 181. Do You Read or Write Poetry? 182. What Memorable Poetry Have You Ever Read or Heard? 183. What Magazines Do You Read, and How Do You Read Them? 184. Do You Enjoy Reading Tabloid Gossip? 185. Are There Books That Should Be Banned From Your School Library? 186. Do We Still Need Libraries?

187. What Purpose Does Writing Serve in Your Life? 188. Why Do You Write? 189. Are You a Good Storyteller? 190. What’s Your Favorite Joke? 191. Do You Keep a Diary or Journal? 192. Do You Have a Blog? 193. Do You Want to Write a Book? 194. When Do You Write by Hand? 195. Do You Write in Cursive? 196. Do You Write in Your Books? 197. What Is Your Most Memorable Writing Assignment? 198. Do You Ever Write About Challenges You Face in Life? 199. What ‘Mundane Moments’ From Your Life Might Make Great Essay Material? 200. What Would You Write in a Letter to the Editor? 201. If You Had a Column in The New York Times, What Would You Write About? 202. Would You Ever Write Down a Secret and Bury It in the Ground?

203. What Is Your Favorite Type of Art? 204. What Are Your Favorite Works of Art? 205. What Work of Art Has Changed Your Life? 206. What Are the Most Memorable Works of Visual Art You Have Seen? 207. Which Photograph Stays In Your Memory? 208. What’s the Coolest Thing You’ve Ever Seen in a Museum? 209. Do We Need Art in Our Lives? 210. How Important Is Arts Education? 211. What Has Arts Education Done For You? 212. Can Graffiti Ever Be Considered Art? 213. Should Graffiti Be Protected? 214. Can You Separate Art From the Artist? 215. Is It Possible to Separate Art From the Artist Who Created It? 216. Are There Subjects That Should Be Off-Limits to Artists, or to Certain Artists in Particular? 217. Should Society Support Artists and Others Pursuing Creative Works? 218. Should Displays of Art Be Welcome in All Public Spaces? 219. Does Pop Culture Deserve Serious Study? 220. What Do You Think of the Obamas’ Portrait Choices?

Language & Speech

221. What Words Do You Hate? 222. What Words or Phrases Do You Think Are Overused? 223. How Much Slang Do You Use? What Are Your Favorite Words? 224. What Current Slang Words and Expressions Do You Think Will Endure? 225. What Words or Phrases Do You Think Are Overused? 226. What Words or Phrases Should Be Retired? 227. Why Do So Many People Say ‘Like’ and ‘Totally’ All the Time? 228. Do You Say ‘Kind of, Sort of’ More Than You Realize? 229. How Much Do You Curse? 230. Have Curse Words Become So Common They Have Lost Their Shock Value? 231. Do Laws That Ban Offensive Words Make the World a Better Place? 232. How Good Are You at Coming Up With Witty Comebacks? 233. When Did You Last Have a Great Conversation? 234. What Makes a Great Conversation? 235. How Often Do You Have ‘Deep Discussions’? 236. Do You Wish Your Conversations Were Less Small Talk and More ‘Big Talk’? 237. Are We Losing the Art of Listening? 238. How Do You Greet Your Friends and Family? 239. When Do You Choose Making a Phone Call Over Sending a Text? 240. How Much Information Is ‘Too Much Information’? 241. What Does Your Body Language Communicate? 242. Do You Sometimes ‘Hide’ Behind Irony? 243. How Good Is Your Grammar? 244. Does Punctuation in Text Messages Matter? 245. When Do You Remember Learning a New Word? 246. Where Do You Find the Meanings of Unfamiliar Words? 247. Do You Speak a Second, or Third, Language? 248. Should Everyone Learn at Least One Other Language?

School & Careers

249. Should the School Day Start Later? 250. Would a Later School Start Time Increase Student Success? 251. Is Your School Day Too Short? 252. Should Schools Cancel Summer Vacation? 253. Do You Think a Longer School Calendar Is a Good Idea? 254. Should the Dropout Age Be Raised? 255. Should We Rethink How Long Students Spend in High School? 256. Should Students Be Allowed to Skip Senior Year of High School? 257. Should Kids Head to College Early? 258. Do You Like School? 259. Are You Stressed About School? 260. Are High School Students Being Worked Too Hard? 261. What Are You Really Learning at School? 262. What Are You Looking Forward To, or Dreading, This School Year? 263. Would You Rather Attend a Public or a Private High School? 264. How Much Does It Matter to You Which High School You Attend? 265. Are Small Schools More Effective Than Large Schools? 266. Would You Want to Go to a School Like This One? 267. What Kind of Education System Do You Think Is Best? 268. How Would You Grade Your School? 269. What Can Other Schools Learn — and Copy — From Your School? 270. What Would You Miss if You Left Your School? 271. What Do You Hope to Get Out of High School? 272. Should High Schools Do More to Prepare You for Careers? 273. Would You Want to Be Home-Schooled? 274. Should Home-Schoolers Be Allowed to Play Public School Sports? 275. Should All Children Be Able to Go to Preschool? 276. What Is the Purpose of Preschool? 277. Should Kindergarten Be More About Play or Literacy?

Learning & Studying

278. Do Teachers Assign Too Much Homework? 279. Does Your Homework Help You Learn? 280. Do You Need a Homework Therapist? 281. Do You Participate in Class? 282. What Is the Right Amount of Group Work in School? 283. What Do You Think of Grouping Students by Ability in Schools? 284. Does Class Size Matter? 285. What Is Your Best Subject? 286. What’s the Most Challenging Assignment You’ve Ever Had? 287. What Is the Most Memorable Concept You’ve Learned in Science Class, and How Did You Learn It? 288. What Memorable Experiences Have You Had in Learning Science or Math? 289. Are You Afraid of Math? 290. Do We Need a Better Way to Teach Math? 291. Is Shakespeare Too Hard? 292. What Are the Best Ways to Learn About History? 293. How Would You Do on a Civics Test? 294. Does Geography Skill Make You a Better Citizen? 295. What Career or Technical Classes Do You Wish Your School Offered? 296. Does Gym Help Students Perform Better in All Their Classes? 297. Should Reading and Math Be Taught in Gym Class Too? 298. Do You Learn Better After Moving Around? 299. Do Kids Need Recess? 300. What Was Your Favorite Field Trip? 301. What Are Your Best Tips for Studying? 302. Do You Use Study Guides? 303. Is Everything You’ve Been Taught About Study Habits Wrong? 304. What Would You Like to Have Memorized? 305. Should Schools Be Teaching, and Evaluating, Social-Emotional Skills Like ‘Grit’? 306. Should Schools Teach You How to Be Happy? 307. Should Schools Teach Children How to Cook? 308. What ‘Pop-Up’ Classes Do You Wish Your School Offered? 309. Do Schools Provide Students With Enough Opportunities to Be Creative? 310. Does the Way Your Classroom Is Decorated Affect Your Learning? 311. How Much Does Your Life in School Intersect With Your Life Outside School?

Teachers & Grading

312. What Do You Wish Your Teachers Knew About You? 313. When Has a Teacher Inspired You? 314. Has a Teacher Ever Changed Your Mind-Set? 315. What Teacher Would You Like to Thank? 316. What Makes a Good Teacher? 317. Class Time + Substitute = Waste? 318. Should Students Be Able to Grade Their Teachers? 319. How Formal Should Students Be When Interacting with their Teachers and Professors? 320. Have You Ever Been Humiliated by a Teacher? How Did it Affect You? 321. Have Your Teachers or Textbooks Ever Gotten It Wrong? 322. Do You Feel Your School and Teachers Welcome Both Conservative and Liberal Points of View? 323. Do You Have a Tutor? 324. How Important Are Parent-Teacher Conferences? 325. Should Students Be Present at Parent-Teacher Conferences? 326. How Should Parents Handle a Bad Report Card? 327. Does Your School Hand Out Too Many A’s? 328. Do Girls Get Better Grades Than Boys in Your School? 329. How Well Do You Think Standardized Tests Measure Your Abilities? 330. How Seriously Should We Take Standardized Tests? 331. Do You Spend Too Much Time Preparing for Standardized Tests? 332. Should Schools Offer Cash Bonuses for Good Test Scores? 333. Do Your Test Scores Reflect How Good Your Teachers Are? 334. Should Discomfort Excuse Students From Having to Complete an Assignment? 335. Should Schools Give Students ‘Body’ Report Cards?

Education Tech

336. Are the Web Filters at Your School Too Restrictive? 337. Does Technology in the Classroom Ever Get in the Way of Learning? 338. Do Your Teachers Use Technology Well? 339. Should Tablet Computers Become the Primary Way Students Learn in Class? 340. Can Cellphones Be Educational Tools? 341. Should Students Be Barred From Taking Cellphones to School? 342. Should Teachers and Professors Ban Student Use of Laptops in Class? 343. How Do You Use Wikipedia? 344. Should There Be More Educational Video Games in School? 345. Is Online Learning as Good as Face-to-Face Learning? 346. Would You Like to Take a Class Online? 347. Is Live-Streaming Classrooms a Good Idea? 348. How Would You Feel About a Computer Grading Your Essays? 349. Who Should Be Able to See Students’ Records? 350. Does Your School Offer Enough Opportunities to Learn Computer Programming? 351. Does Your School Value Students’ Digital Skills? 352. Do You Know How to Code? Would You Like to Learn?

School Rules & Student Life

353. Are School Dress Codes a Good Idea? 354. How Does Your School Deal With Students Who Misbehave? 355. Can Students at Your School Talk Openly About Their Mental Health Issues? 356. What Role Should the Police Have in Schools? 357. What Are the Best Teaching Methods for Getting Students to Behave Well in Class? 358. Should Schools Be Allowed to Use Corporal Punishment? 359. Is Cheating Getting Worse? 360. Do You Know People Who Cheat on High-Stakes Tests? 361. Is a ‘Regret Clause’ a Good Idea for Cases of Academic Dishonesty? 362. Should Schools Put Tracking Devices in Students’ ID Cards? 363. How Should Schools Handle Unvaccinated Students? 364. How Big a Problem Is Bullying or Cyberbullying in Your School or Community? 365. How Should Schools Address Bullying? 366. How Should Schools Address Cyberbullying? 367. What Should the Punishment Be for Acts of Cyberbullying? 368. When Do Pranks Cross the Line to Become Bullying? 369. How Should Schools Respond to Hazing Incidents? 370. How Do You Feel About Proms? 371. Is Prom Worth It? 372. Do You Want to Be ‘Promposed’ To? 373. Is Prom Just an Excuse to Drink? 374. What’s the Best Party You’ve Ever Been To? 375. What Role Do School Clubs and Teams Play in Your Life? 376. Should All Students Get Equal Space in a Yearbook? 377. Should Yearbooks Include Political News? 378. Should School Newspapers Be Subject to Prior Review? 379. Should More Student Journalists Have Independent Editorial Control? 380. What Are Your Thoughts on Riding the School Bus?

381. How Necessary Is a College Education? 382. Is College Overrated? 383. How Prepared Are You For College? How Well Do You Think You’ll Do? 384. What Worries Do You Have About College? 385. Where Do You Want to Go to College? 386. Does It Matter Where You Go to College? 387. Do College Rankings Really Matter? 388. Do Other People Care Too Much About Your Post-High School Plans? 389. What Are Your Sources for Information About Colleges and Universities? 390. Should Colleges Find a Better Way to Admit Students? 391. Is the College Admissions Process Fair? 392. Should Colleges Use Admissions Criteria Other Than SAT Scores and Grades? 393. Do You Support Affirmative Action in College Admissions? 394. Are Early-Decision Programs Unfair? Should Colleges Do Away With Them? 395. What Criteria Should Be Used in Awarding Scholarships for College? 396. Should Engineers Pay Less for College Than English Majors? 397. What Is the Perfect Number of College Applications to Send? 398. What Role Has Community College Played in Your Life or the Life of Someone You Know? 399. How Much Do You Worry About Taking the SAT or ACT? 400. What Personal Essay Topic Would You Assign to College Applicants? 401. What Qualities Would You Look For in a College Roommate? 402. Would You Want to Take a Gap Year After High School? 403. What Specialty College Would You Create? 404. What Makes a Graduation Ceremony Memorable? 405. Should a College Education be Free? 406. Is Student Debt Worth It? 407. Are Lavish Amenities on College Campuses Useful or Frivolous? 408. Do Fraternities Promote Misogyny? 409. Should Fraternities Be Abolished? 410. Is a Sorority a Good Place for a Feminist? 411. Should Colleges Offer Degrees in Sports? 412. Should ‘Despised Dissenters’ Be Allowed to Speak on College Campuses?

Work & Careers

413. What Do You Want to Be When You Grow Up? 414. Do You Have a Life Calling? 415. What’s Your Dream Job? 416. What Jobs Are You Most Curious About? 417. What Are Your Longtime Interests or Passions? 418. Do You Think You Will Have a Career That You Love? 419. How Can You Ensure That Your Future Career is Right for You? 420. What Do You Want More From a Career: Happiness or Wealth? 421. What Investment Are You Willing to Make to Get Your Dream Job? 422. Would You Consider Moving Overseas for a Job? 423. What Do You Hope to Be Doing the Year After You Graduate From College? 424. What Would You Choose to Do If You Had Unlimited Free Time and No Restrictions? 425. Is ‘Doing Nothing’ a Good Use of Your Time? 426. Where Do You See Yourself in 10 Years? 427. Would You Like to Be Famous? 428. Would You Consider a Nontraditional Occupation? 429. Would You Rather Work From Home or in an Office? 430. Would You Want to Be a Teacher? 431. Would You Like to Be a Fashion Model? 432. What Hidden Talents Might You Have? 433. What ‘Back-to-the-Land’ Skills Do You Have, or Wish You Had? 434. Would You Like to Be a Farmer? 435. What Skill Could You Teach in Two Minutes? 436. What Have You Made Yourself? 437. What Would You Like to Learn to Make by Hand? 438. What Idea Do You Have That Is Ahead of Its Time? 439. Do You Have an Idea for a Business or App? 440. What Would You Create if You Had Funding? 441. How Did You Start Doing Something You Love? 442. Did You Ever Take a Break From Doing Something You Love? 443. What Have You Done to Earn Money? 444. Do You Have a Job? 445. Is It O.K. to Use Family Connections to Get a Job? 446. Should All High School Students Be Able to Get a Summer Job if They Want One? 447. Would You Quit if Your Values Did Not Match Your Employer’s? 448. Should Employers Be Able to Review Job Applicants’ SAT Scores? 449. How Important Is Related Experience in Doing a Job?

Identity & Family

450. How Close Are You to Your Parents? 451. How Are You and Your Parents Alike and Different? 452. Will You Follow in Your Parents’ Footsteps? 453. Are You Being Raised to Pursue Your Dreams? 454. Do You Have Helicopter Parents? 455. Do Your Parents Spy on You? 456. How Permissive Are Your Parents? 457. How Much Freedom Have Your Parents Given You? 458. At What Age Should Children Be Allowed to Go Places Without Adult Supervision? 459. Should Children Be Allowed to Wear Whatever They Want? 460. How Do Your Parents Teach You to Behave? 461. How, and by Whom, Should Children Be Taught Appropriate Behavior? 462. How Should Parents Discipline Their Kids? 463. When Does Discipline Become Child Abuse? 464. Should Parents Bribe Their Children? 465. Should Parents Make Their Children Clean Their Room? 466. How Do You Make Parenting Difficult for Your Parents? 467. How Often Do You Fight With Your Parents? 468. What Advice Would You Give to Your Mom, Dad or Guardian on How to Be a Better Parent? 469. Do Your Parents Try Too Hard to Be Cool? 470. Do You Ever Feel Embarrassed by Your Parents? 471. Do Your Parents Support Your Learning? 472. Do You Talk About Report Cards With Your Parents? 473. Do You Want Your Parents to Stop Asking You ‘How Was School?’ 474. How Much Do Your Parents Help With Your Homework? 475. Have Your Parents and Teachers Given You Room to Create? 476. How Closely Do Your Parents Monitor Your App Use? 477. Should Parents Limit How Much Time Children Spend on Tech Devices?

478. Who Is Your Family? 479. How Do You Define ‘Family’? 480. What Have You and Your Family Accomplished Together? 481. What Events Have Brought You Closer to Your Family? 482. How Has Your Family Helped or Hindered Your Transition to a New School? 483. What’s Your Role in Your Family? 484. Have You Ever Changed a Family Member’s Mind? 485. How Well Do You Get Along With Your Siblings? 486. Is Your Family Stressed, Tired and Rushed? 487. What Are Your Family Stories of Sacrifice? 488. What Possessions Does Your Family Treasure? 489. What Hobbies Have Been Passed Down in Your Family? 490. What’s the Story Behind Your Name? 491. What Are Your Favorite Names? 492. How Have You Paid Tribute to Loved Ones? 493. What Does the World Need to Know About an Important Person in Your Life? 494. What Do You Know About Your Family’s History? 495. Did Your Parents Have a Life Before They Had Kids? 496. What Family Traditions Do You Want to Carry On When You Get Older?

Childhood Memories

497. What Is Your Earliest Memory? 498. What Was Your Most Precious Childhood Possession? 499. What Is Your Most Prized Possession? 500. What Objects Tell the Story of Your Life? 501. What Do You Collect? 502. What Were Your Favorite Childhood Shows and Characters? 503. Do You Have Childhood Memories of Being Read Aloud To? 504. What Were Your Favorite Picture Books When You Were Little? 505. What Things Did You Create When You Were a Child? 506. What Places Do You Remember Fondly From Childhood? 507. What Food or Flavor Do You Remember Tasting for the First Time? 508. What Do You Wish You Could See, Hear, Read or Experience for the First Time All Over Again? 509. What Childhood Rules Did You Break? 510. Have You Ever Felt Embarrassed by Things You Used to Like? 511. Do You Wish You Could Return to Moments From Your Past? 512. Was There a Toy You Wanted as a Child but Never Got? 513. What’s the Best Gift You’ve Ever Given or Received? 514. Have You Ever Given, or Received, a Perfect Gift? 515. What’s the Most Memorable Thing You Ever Got in the Mail? 516. Have You Ever Lost (or Found) Something Valuable? 517. What Nicknames Have You Ever Gotten or Given? 518. What Are Your Best Sleepover Memories? 519. What Old, Worn Out Thing Can You Just Not Part With?

520. Is It Harder to Grow Up in the 21st Century Than It Was in the Past? 521. Is Modern Culture Ruining Childhood? 522. Are Adults Hurting Young Children by Pushing Them to Achieve? 523. Is Childhood Today Too Risk-Free? 524. Do We Give Children Too Many Trophies? 525. What Have You Learned in Your Teens? 526. What Do You Remember Best About Being 12? 527. What Personal Achievements Make You Proud? 528. What Are You Grateful For? 529. What Are Some Recent Moments of Happiness in Your Life? 530. What Rites of Passage Have You Participated In? 531. What Advice Would You Give Younger Kids About Middle or High School? 532. What Have You Learned From Older People? 533. What Have You Learned From a Younger Person — and What Have You Taught An Older Person? 534. What Can Older People Learn From Your Generation? 535. What Do Older Generations Misunderstand About Yours? 536. Do You Recognize Yourself in Descriptions of ‘Generation Z’? 537. What Should We Call Your Generation? 538. When Do You Become an Adult? 539. Do You Have ‘Emerging Adult’ Skills? 540. When You Are Old Enough to Vote, Will You? 541. When Should You Be Able to Buy Cigarettes, Drink Alcohol, Vote, Drive and Fight in Wars? 542. Does Your Generation Have Too Much Self-Esteem? 543. Is Your Generation More Self-Centered Than Earlier Generations? 544. Do You Think Anxiety Is A Serious Problem Among Young People? 545. Is Our Culture of Online Shaming Out of Control? 546. Do ‘Shame and Blame’ Work to Change Teenage Behavior? 547. Do You Think Teenagers Can Make a Difference in the World?

Overcoming Adversity

548. What Challenges Have You Overcome? 549. What Are Your Secret Survival Strategies? 550. What Do You Do When You Encounter Obstacles to Success? 551. When Have You Failed? What Did You Learn From It? 552. When Have You Ever Succeeded When You Thought You Might Fail? 553. What Life Lessons Has Adversity Taught You? 554. Does Suffering Make Us Stronger and Lead to Success? 555. Which Is More Important: Talent or Hard Work? 556. Are You Hopeful About the Future? 557. When Have You Reinvented Yourself? 558. What Work Went Into Reaching Your Most Difficult Goals? 559. Is Struggle Essential to Happiness? 560. How Often Do You Leave Your ‘Comfort Zone’? 561. What Do You Gain From Pursuing Something You Do Really, Really Badly? 562. When Was the Last Time You Did Something That Scared or Challenged You? 563. What Are You Afraid Of? 564. What Are Your Fears and Phobias? 565. What Are Your Personal Superstitions? 566. Do You Like Being Alone? 567. How Often Do You Cry? 568. Do You Ever Feel Overlooked and Underappreciated? 569. How Have You Handled Being the ‘New Kid’? 570. How Do You Deal With Haters? 571. How Do You React When Provoked? 572. What Good Can Come from Disagreements? 573. When Should You Compromise? 574. Have You Ever Changed Your Mind About a Hot-Button Issue? 575. What Role Does Stress Play in Your Life? 576. Does Stress Affect Your Ability to Make Good Decisions? 577. How Do You Relieve Stress? 578. How Important Is Keeping Your Cool? 579. Is ‘Be Yourself’ Bad Advice? 580. Do People Complain Too Much? 581. What’s Your Favorite Mood Booster? 582. How Do You Find Peace in Your Life? 583. Does Your Life Leave You Enough Time to Relax? 584. Do You Set Rules for Yourself About How You Use Your Time? 585. What Did You Once Hate but Now Like? 586. What Kind of Feedback Helps You Improve? 587. Is Trying Too Hard to Be Happy Making You Sad? 588. Does Achieving Success Always Include Being Happy? 589. Do Adults Who Are ‘Only Trying to Help’ Sometimes Make Things Worse? 590. Have You Ever Felt Pressured by Family or Others in Making an Important Decision About Your Future?

Your Personality

591. What Makes You Happy? 592. What Motivates You? 593. What Are You Good At? 594. What Is Your Personal Credo? 595. When in Your Life Have You Been a Leader? 596. Are You More of a Leader or a Follower? 597. Do Great Leaders Have to Be Outgoing? 598. How Well Do You Perform Under Pressure? 599. How Well Do You Take Criticism? 600. Are You Hard or Easy on Yourself? 601. How Full Is Your Glass? 602. Do You Have a Hard Time Making Decisions? 603. How Much Self-Control Do You Have? 604. How Good Are You at Waiting for What You Really Want? 605. What Role Does Procrastination Play in Your Life? 606. How Good Are You at Time Management? 607. What Kind of Time Management Skills Are You Learning from the Adults in Your Life? 608. How Do You Remember What You Need to Remember? 609. How Productive and Organized Are You? 610. Under What Conditions Do You Do Your Best Work? 611. How Do You Express Yourself Creatively? 612. Can Creativity Be Scheduled? 613. Are You a Good Listener? 614. When and For What Reasons Do You Seek Silence? 615. Are You a Perfectionist? 616. How Competitive Are You? 617. Do You Perform Better When You’re Competing or When You’re Collaborating? 618. Has Modesty Ever Prevented You From Celebrating an Achievement? 619. How Emotionally Intelligent Are You? 620. How Stoic Are You? 621. How Do You Cope With Grief? 622. How Good Are You at Saying Goodbye? 623. Do You Take More Risks When You Are Around Your Friends? 624. Do You Unknowingly Submit to Peer Pressure? 625. Have You Ever Felt Pressured to Betray Your Beliefs? 626. How Easy — or Hard — Is It for You to Say No When You Want To? 627. How Do You Handle Fear? 628. Do You Think You’re Brave? 629. How Much of a Daredevil Are You? 630. What Activities Make You Feel Most Alive? 631. What Pranks, Jokes, Hoaxes or Tricks Have You Ever Fallen For or Perpetrated? 632. How Impulsive Are You? 633. Are You a Novelty-Seeker? 634. How Do You Deal With Boredom? 635. How Often Do You Talk to Yourself? 636. What Annoys You? 637. Do You Apologize Too Much? 638. Do You Know How to Say ‘I’m Sorry?’ 639. Do You Have Good Manners? 640. How Materialistic Are You? 641. Are You a Saver or a Tosser? 642. Are You a Hoarder or a Minimalist? 643. Are You an Introvert or an Extrovert? 644. Are You Popular, Quirky or Conformist? 645. Are You a Nerd or a Geek? 646. What Would Your Personal Mascot Be? 647. What Assumptions Do People Make About You? 648. How Strong Is Your Sense of Smell? 649. What Animal Are You Most Like?

Religion & Morality

650. What Is the Role of Religion or Spirituality in Your Life? 651. How Important Is Your Spiritual Life? 652. Do You Believe That Everything Happens for a Reason? 653. How Much Control Do You Think You Have Over Your Fate? 654. Can You Be Good Without God? 655. Are You Less Religious Than Your Parents? 656. Can You Pass a Basic Religion Test? 657. What Can You Learn From Other Religions? 658. Do You Believe That Everything Happens for a Reason? 659. How Important Do You Think It Is to Marry Someone With the Same Religion? 660. How Trustworthy Are You? 661. How Comfortable Are You With Lying? 662. When Do You Lie? 663. Have You Ever Lied to Your Parents or Done Something Behind Their Backs? 664. Can You Spot a Liar? 665. What Ethical Dilemmas Have You Faced? 666. Have You Ever Had to Make a Sacrifice to Help Someone You Care About? 667. Have You Ever Donated Your Time, Talents, Possessions or Money to Support Anyone in Need? 668. When Is the Last Time You Did Something Nice for a Stranger? 669. Do Bystanders Have a Responsibility to Intervene When There is Trouble? 670. Do Leaders Have Moral Obligations? 671. Have You Ever ‘Paid It Forward’? 672. Can Kindness Become Cool? 673. What Acts of Kindness Have You Witnessed or Participated In? 674. Is Teenage ‘Voluntourism’ Wrong? 675. Have You Ever Taken Something You Weren’t Supposed To? 676. When Is Looting Morally O.K.? 677. Do You Ever Eavesdrop? 678. How Much Do You Gossip?

Role Models

679. Who Are the People – Famous or Not – You Admire Most? 680. Who Are Your Heroes? 681. What Is a Hero? 682. Do We Need More Diverse Superheroes? 683. Who Is Your Role Model? 684. Who Inspires You? 685. What Makes Someone a Great Leader? 686. What Acts of Bravery Have You Witnessed? 687. What’s the Best Advice You’ve Gotten? 688. What Are Some ‘Words of Wisdom’ That Guide Your Life? 689. Who Outside Your Family Has Made a Difference in Your Life? 690. If You Had Your Own Talk Show, Whom Would You Want to Interview? 691. To Whom, or What, Would You Like to Write a Thank-You Note? 692. What Leader Would You Invite to Speak at Your School? 693. What Six People, Living or Dead, Would You Invite to Dinner? 694. Who’s Your ‘Outsider Role Model’?

695. Have You Ever Been Told You Couldn’t Do Something Because of Your Gender? 696. Do Parents Have Different Hopes and Standards for Their Sons Than for Their Daughters? 697. How Do Your Parents Share the Responsibilities of Parenting? 698. How Do Male and Female Roles Differ in Your Family? 699. Do You Consider Yourself a Feminist? 700. What Does Feminism Mean to You? 701. What Have You Learned From the Women in Your Life? 702. What Experiences Have You Had With Gender Bias in School? 703. Is School Designed More for Girls Than Boys? 704. Why Do Boys Lag Behind Girls in Reading? 705. Does Separating Boys and Girls Help Students Perform Better in School? 706. Is Single-Sex Education Still Useful? 707. What Does it Mean to Be ‘a Real Man’? 708. Do We Need to Teach Boys and Men to Be More Emotionally Honest? 709. What Have Been Your Experiences With Catcalling or Other Kinds of Street Harassment? 710. What Should We Do to Fight Sexual Violence Against Young Women? 711. How Should the Problem of Sexual Assault on Campuses Be Addressed? 712. What Is Your Reaction to the #MeToo Movement? 713. Why Aren’t There More Girls in Leadership Roles? 714. Do Professional Women Need a ‘Girls’ Lounge’? 715. Why Aren’t More Girls Choosing to Pursue Careers in Math and Science? 716. Why Aren’t More Girls Pursuing Careers in Computing and Tech Fields? 717. Now That Women Can Serve in All Combat Roles in the U.S. Military, Should They Also Be Required to Register for the Draft? 718. Do Female Athletes Get Short Shrift? 719. Should Sports Be Coed? 720. Should the Boy Scouts Be Coed? 721. Do You Believe in Equal Rights for Women and Men? 722. Does the U.S. Constitution Need an Equal Rights Amendment? 723. Is It Harder Being a Girl? 724. Do We Need New Ways to Identify Gender and Sexuality? 725. Should Toys Be More Gender-Neutral? 726. Should There Be More Boy Dolls? 727. What Rules Should Apply to Transgender Athletes When They Compete? 728. Are Women Better at Compromising and Collaborating? 729. Do Boys Have Less Intense Friendships Than Girls?

Race & Ethnicity

730. Is America ‘Backsliding’ on Race? 731. Why Is Race So Hard to Talk About? 732. How Often Do You Interact With People of Another Race or Ethnicity? 733. Do You Ever Talk About Issues of Race and Class With Your Friends? 734. What Is Your Racial and Ethnic Identity? 735. Have You Ever Tried to Hide Your Racial or Ethnic Identity? 736. Have You Experienced Racism or Other Kinds of Discrimination in School? 737. Is Your Generation Really ‘Postracial’? 738. What’s the Racial Makeup of Your School? 739. Does Your School Seem Integrated? 740. Should Schools Strive for Racial Diversity Among Teachers? 741. How Should Parents Teach Their Children About Race and Racism? 742. Is ‘Black Panther’ a ‘Defining Moment’ for the United States — and Particularly for Black America?

Your Neighborhood & Home

743. How Much Does Your Neighborhood Define Who You Are? 744. What’s Special About Your Hometown? 745. What Marketing Slogan Would You Use for Your Town or City? 746. What Would You Name Your Neighborhood? 747. Who Are the ‘Characters’ That Make Your Town Interesting? 748. Who Is the ‘Mayor’ of Your School or Neighborhood? 749. What Do the Types of Dogs in Your Neighborhood Say About Where You Live? 750. What Would a TV Show About Your Town Spoof? 751. What ‘Urban Legends’ Are There About Places in Your Area? 752. Do You Know Your Way Around Your City or Town? 753. How Well Do You Know Your Neighbors? 754. What Is Your Favorite Place? 755. What’s Your Favorite Neighborhood Joint? 756. What Is Your Favorite Street? 757. Do You Hang Out in the Park? 758. How Much Time Do You Spend in Nature? 759. How Do You Get Your Nature Fix? 760. What Small Things Have You Seen and Taken Note Of Today? 761. What Buildings Do You Love? What Buildings Do You Hate? 762. What Are the Sounds That Make Up the Background Noise in Your Life? 763. What Sounds Annoy You? 764. What Public Behavior Annoys You Most? 765. Have You Ever Interacted With the Police? 766. What Local Problems Do You Think Your Mayor Should Try to Solve? 767. What Ideas Do You Have for Enhancing Your Community? 768. Where Do You Think You Will Live When You Are an Adult? 769. Do You Think That in Your 20s You Will Live in a City? 770. Would You Most Want to Live in a City, a Suburb or the Country? 771. Do You Think You Might Like Communal Living When You’re an Adult? 772. What Would Your Ideal City Look Like? 773. What City or Town Most Captures Your Imagination? 774. Would You Want a Bike Share Program for Your Community? 775. Is Your Bedroom a Nightmare? 776. What is Your Favorite Place in Your House? 777. What’s Your Favorite Room? 778. How Important Is Keeping a Clean House? 779. Do You Need to De-Clutter Your Life? 780. Does Keeping a Messy Desk Make People More Creative? 781. Do You Plan on Saving Any of Your Belongings for the Future? 782. With Your Home in Danger, What Would You Try to Save? 783. What Would You Grab in a Fire? 784. What Would You Put in Your Emergency ‘Go-Bag’? 785. Who Lived Long Ago Where You Live Now? 786. What Would Your Dream Home Be Like?

Money & Social Class

787. What Are Your Expectations About Earning, Saving and Spending Money? 788. What Choices Do You Make About Money Every Day? 789. Are You a Saver or a Spender? 790. What Have Your Parents Taught You About Money? 791. Do You Expect Your Parents to Give You Money? 792. How Much Financial Help Do You Expect From Your Parents in the Future? 793. How Important a Role Has Money, Work or Social Class Played in Your Life? 794. Do You See Great Disparities of Wealth in Your Community? 895. Is It Possible to Start Out Poor in This Country, Work Hard and Become Well-Off? 896. Should Rich People Have to Pay More Taxes? 897. Do We Need a Higher Minimum Wage? 898. Can Money Buy You Happiness? 899. Does Buying and Accumulating More and More Stuff Make Us Happier? 800. What Are the Best Things in Life and Are They Free? 801. What Causes Should Philanthropic Groups Finance? 802. Should Charities Focus More on America? 803. What Organizations Do You Think People Should Give to This Holiday Season? 804. Whom, or What, Would You Want to Help With a Crowdfunding Campaign? 805. Do Poor People ‘Have It Easy’? 806. Should People Give Money to Panhandlers? 8

807. What Would You Do if You Won the Lottery? 808. What Superpower Do You Wish You Had? 809. What Era Do You Wish You Had Lived In? 810. Would You Want to Be a Tween or Teen Star? 811. Would You Want to Be a Child Prodigy? 812. Would You Want to Grow Up in the Public Eye? 813. What Kind of Robot Would You Want? 814. What Fantasy Invention Would You Want to Exist in Reality? 815. What Would You Outsource if You Could? 816. What Would You Like to Learn on Your Own? 817. What Would You Be Willing to Wait in a Really Long Line For? 818. If You Were a Super Rich Philanthropist, What Causes Would You Support? 819. What Would You Do if You Were President? 820. What Famous Person Would You Like to Visit Your School? 821 Who Would Be the Ideal Celebrity Neighbor? 822. What Do You Want to Be Doing When You’re 80? 823. Do You Want to Live to 100? 824. What Do You Want Your Obituary to Say? 825. What Do You Want to Be Known for After Your Death? 826. Would You Like to Be Cryogenically Preserved (Frozen!) Upon Your Death? 827. If the World Was Ending, What Would You Want to Say? 828. What Items Would You Place in a Time Capsule for Future Generations?

Social Life & Leisure Time

829. Do You Spend Enough Time With Other People? 830. How Often Do You Spend One-on-One Time With Your Closest Friends? 831. Do You Have a Best Friend? 832. Do You Find It Easier to Make New Friends Online or In Person? 833. How Good a Friend Are You? 834. Do You Like Your Friends? 835. What Fads Are You and Your Friends Into Right Now? 836. How Have You Helped a Friend in a Time of Need? 837. Do You Have Any Unlikely Friendships? 838. How Do You Feel About Introducing Friends from Different Parts of Your Life? 839. Do You Ever ‘Mix It Up’ and Socialize With Different People at School? 840. Is Competitiveness an Obstacle to Making or Keeping Friendships? 841. How Should You Handle the End of a Friendship? 842. Have You Ever Felt Left Out?

Dating & Sex

843. Have You Ever Been in Love? 844. What Advice Would You Give to Somebody Who Just Started Dating? 845. Are You Allowed to Date? 846. Is Dating a Thing of the Past? 847. How Do You Think Technology Affects Dating? 848. What Are the Basic ‘Rules’ for Handling Breakups? 849. What’s the Best Way to Get Over a Breakup? 850. What’s the Best Way to Heal a Broken Heart? 851. What Are the Most Meaningful Relationships in Your Life? 852. What Are Your Beliefs About Marriage? 853. Should Couples Live Together Before Marriage? 854. Should Your Significant Other Be Your Best Friend? 855. Could Following These Directions Make You Fall in Love With a Stranger? 856. How Should Children Be Taught About Puberty and Sex? 857. Is Hookup Culture Leaving Your Generation Unhappy and Unprepared for Love? 858. Are Affirmative Consent Rules a Good Idea? 859. Should Birth Control Pills Be Available to Teenage Girls Without a Prescription? 860. Should the Morning-After Pill Be Sold Over the Counter to People Under 17? 861. How Big of a Problem Is Sexting? 862. What Advice Should Parents and Counselors Give Teenagers About Sexting? 863. How Should Parents Address Internet Pornography? 864. Do You Think Porn Influences the Way Teenagers Think About Sex? 865. How Did You Learn About Sex?

Looks & Fashion

866. Are Models Too Skinny? 867. Is There Too Much Pressure on Girls to Have ‘Perfect’ Bodies? 868. How Much Pressure Do Boys Face to Have the Perfect Body? 869. Have You Inherited Your Parents’ Attitudes Toward Their Looks? 870. Has Anyone Ever Said That You Look Like Someone Famous? 871. What Is Your All-Time Favorite Piece of Clothing? 872. Do You Have a Signature Clothing Item? 873. What’s Your Favorite T-Shirt? 874. Do You Care What You Wear? 875. Does What You Wear Say Anything About You as a Person? 876. Should You Always Have the Right to Wear What You Want? 877. What Does Your Hairstyle Say About You? 878. What’s on Your Fashion Shopping List? 879. Are You a Sneaker Head? 880. How Far Would You Go for Fashion? 881. Should You Care About the Health and Safety of Those Making Your Clothing? 882. What Are the Hot Fashion Trends at Your School Right Now? 883. What Current Trends Annoy You? 884. Do ‘Saggy Pants’ Mean Disrespect? 885. Would You Ever Consider Getting a Tattoo? 886. Who Should Decide Whether a Teenager Can Get a Tattoo or Piercing? 887. What Are Your Opinions on Cosmetic Surgery? 888. Do Photoshopped Images Make You Feel Bad About Your Own Looks? 889. Doctored Photos: O.K. or Not? 890. How Important Is It to Be Attractive in Our Society?

Meals & Food

891. What Foods Bring Up Special Memories for You? 892. What Are the Most Memorable Meals You’ve Ever Had? 893. What’s Your Favorite Holiday Food Memory? 894. What’s Your Comfort Food? 895. What Are Your Favorite Junk Foods? 896. What’s Your Favorite Candy? 897. What’s Your Favorite Sandwich? 898. What Convenience Foods Make You Happy? 899. Are You Now, or Have You Ever Been, a Picky Eater? 900. What Are Your ‘Food Rules’? 901. What Messages About Food and Eating Have You Learned From Your Family? 902. How Often Does Your Family Eat Together? 903. How Much Food Does Your Family Waste? 904. Have You Ever Experienced Food Insecurity? 905. Is Breakfast Really the Most Important Meal of the Day? 906. Do You Prefer Your Tacos ‘Authentic’ or ‘Appropriated’? 907. What Food Would You Like to Judge in a Taste-Off? 908. Do You Cook? 909. What Would You Most Like to Learn to Cook or Bake? 910. What Do You Eat During the School Day? 911. Do You Eat Cafeteria Food? 912. Is School Lunch Really All That Bad? 913. Do You Think a Healthier School Lunch Program Is a Lost Cause? 914. Should French Fries and Pizza Sauce Count as Vegetables? 915. Are Your Eating Habits Healthy? 916. How Concerned Are You About Where Your Food Comes From? 917. Is It Ethical to Eat Meat? 918. Do You Pay Attention to Calorie Counts for Food? 919. Do You Pay Attention to Nutrition Labels on Food? 920. Should Sugary Drinks Be Taxed? 921. Should the Government Limit the Size of Sugary Drinks? 922. Should Teenagers Think Twice Before Downing Energy Drinks? 923. Do You Eat Too Quickly? 924. Are Manners Important? 925. What Are Your Favorite Restaurants? 926. What Restaurant Would You Most Like to Review? 927. How Long Is It O.K. to Linger in a Cafe or Restaurant? 928. Should Restaurants Do Away With Tipping?

Sports & Games

929. What’s the Most Impressive Sports Moment You’ve Seen? 930. Who Is Your Favorite Athlete, and Why? 931. Who Are Your Sports Heroes? 932. What Sports Teams Do You Root For? 933. When Has a Sports Team Most Disappointed You? 934. Do You Participate in March Madness? 935. Does Being a Fan Help Define Who You Are? 936. How Far Would You Go to Express Loyalty to Your Favorite Teams? 937. How Much Should Fans Be Allowed to Distract Opposing Teams? 938. What Fan Memorabilia Would You Pay Big Bucks For? 939. Are You a Fair-Weather Fan? 940. Are You a Football Fan? 941. Do You Watch the Super Bowl? 942. Should Parents Let Their Children Play Football? 943. Should High Schools Drop Football Because Too Many Players Are Getting Injured? 944. If Football Is So Dangerous to Players, Should We Be Watching It? 945. Are Some Youth Sports Too Intense? 946. Does a Championship Game Always Need to Have a Winner (and a Loser)? 947. Should There Be Stricter Rules About How Coaches Treat Their Players? 948. Do Fans Put Too Much Pressure on Their Favorite Professional Athletes? 949. Does Better Sports Equipment Unfairly Improve Athletic Ability? 950. Should Technology in Sports Be Limited? 951. What Extreme Sports Interest You Most? 952. Are Some Extreme Sports Too Extreme? 953. Is Cheerleading a Sport? 954. Should Cheerleading Be an Olympic Sport? 955. Has Baseball Lost Its Cool? 956. Do Sports Teams Have a Responsibility to Hold Players to a Standard for Their Personal Conduct? 957. Should Athletes Who Dope Have to Forfeit Their Titles and Medals? 958. How Big a Deal Is It That an N.B.A. Player Came Out as Gay? 959. Should Women’s Basketball Lower the Rims? 960. Should College Football Players Get Paid? 961. Should Colleges Fund Wellness Programs Instead of Sports? 962. Where Should Colleges and Sports Teams Draw the Line in Selling Naming Rights? 963. Is ‘Redskins’ an Offensive Name for a Team? 964. Is It Offensive for Sports Teams to Use Native American Names and Mascots? 965. What Are Your Thoughts on Sports Betting? 966. Should Sports Betting Be Legal Everywhere? 967. How Young Is Too Young to Climb Mount Everest? 968. Should Girls and Boys Sports Teams Compete in the Same League? 969. Why Do You Play Sports? 970. What Kinds of Games and Puzzles Do You Like? 971. Do You Enjoy Playing Games or Solving Puzzles? 972. What Are Your Favorite Board Games? 973. What Are Your Favorite Games? 974. What Rules Would You Like to See Changed in Your Favorite Sports? 975. How Would You Change Your Favorite Sport? 976. What Game Would You Like to Redesign?

977. Where Do You Want to Travel? 978. What Is Your Fantasy Vacation? 979. What Would Your Fantasy Road Trip Be Like? 980. What Crazy Adventure Would You Want to Take? 981. What Local ‘Microadventures’ Would You Like to Go On? 982. How Would You Spend Your Ideal Family Vacation? 983. How Has Travel Affected You? 984. What Kind of Tourist Are You? 985. What Are the Best Souvenirs You’ve Ever Collected While Traveling? 986. What Famous Landmarks Have You Visited? 987. What’s the Coolest Thing You’ve Ever Seen in Nature? 988. What Do You Think You Would Learn From Traveling to All 50 States? 989. How Much Do You Know About the Rest of the World? 990. Would You Like to Live in Another Country? 991. Would You Want to Be a Space Tourist? 992. If You Could Time-Travel, Where Would You Go? 993. How Good Is Your Sense of Direction?

Holidays & Seasons

994. How Do You Celebrate Your Birthday? 995. Should the United States Celebrate Columbus Day? 996. A Short Fall Break, but What Should We Call It? 997. Will You Be Wearing a Halloween Costume This Year? 998. When Does a Halloween Costume Cross the Line? 999. Should Halloween Costumes Portray Only ‘Positive Images’? 1,000. Dressing Up Like Creepy Clowns: Freedom of Expression or Public Nuisance? 1,001. Do You Like Scary Movies and Books? 1,002. What Is the Scariest Story You Have Ever Heard? 1,003. Do You Believe in Ghosts? 1,004. Do You Believe in Astrology? 1,005. What Are Your Thanksgiving Traditions? 1,006. Will Your Family Members Disagree With Each Other About Politics This Thanksgiving? 1,007. What Has Been Your Most Memorable Thanksgiving? 1,008. What Do You Look Forward to Most – and Least – During the Holiday Season? 1,009. What Are Your Tips for Enjoying the Holiday Season? 1,010. How Will You Spend the Holiday Break? 1,011. What Does Santa Claus Mean to You? 1,012. Do You Look Forward to New Year’s Eve? 1,013. Do You Make New Year’s Resolutions? 1,014. How Do You Fight the Winter Blues? 1,015. What Would You Do on a Snow Day? 1,016. What Are Your Experiences With Severe Weather? 1,017. How Do You Feel About Valentine’s Day? 1,018. How Do You Celebrate Spring? 1,019. What Would Your Fantasy Spring Break Be Like? 1,020. What Are You Looking Forward to This Summer? 1,021. What Would Your Ideal Summer Camp Be Like? 1,022. What Are Your Favorite Summer Hangouts? 1,023. What’s Your Favorite Summer Food? 1,024. What Is Your Favorite Summer Movie? 1,025. What’s on Your Summer Reading List? 1,026. Do You Have a Summer Job? 1,027. What Did This Summer Teach You? 1,028. Do You Choose Summer Activities to Look Good on Applications? 1,029. What Are the Best Things You Did This Summer? 1,030. How Do You Prepare to Go Back to School? 1,031. How Can People Make the Most of Long Holiday Weekends? 1,032. What’s Your Sunday Routine? 1,033. What Work, Sport or Pastime Do You Like to Do at Night? 1,034. Would Life Be Better Without Time Zones?

Shopping & Cars

1,035. Do You Ever Hang Out at the Mall? 1,036. How Would You Make Over Your Mall? 1,037. Do You Shop at Locally Owned Businesses? 1,038. What’s Your Favorite Store? 1,039. To What Company Would You Write a Letter of Complaint or Admiration? 1,040. To What Business Would You Like to Give Advice? 1,041. Do Politics Ever Influence How or Where You Shop? 1,042. Do Companies Have a Responsibility to Contribute Positively to Society? 1,043. Should We Think Twice Before Buying Online? 1,044. Is Amazon Becoming Too Powerful? 1,045. How Much Do You Trust Online Reviews? 1,046. Should Companies Collect Information About You? 1,047. Could You Stop Shopping for an Entire Year? 1,048. What Are the Best Things You’ve Acquired Secondhand? 1,049. Did You Take Part in Any Post-Thanksgiving Shopping? 1,050. What Time Should Black Friday Sales Start? 1,051. How Important Is It to Have a Driver’s License? 1,052. Are You a Good Driver? 1,053. Do You Have a Dream Car? 1,054. Would You Like to Ride in a Car That Drives Itself? 1,055. Should Distracted Driving Be Punished Like Drinking and Driving? 1,056. Should Texting While Driving Be Illegal in Every State? 1,057. Is Drinking and Driving Still a Problem for Teenagers? 1,058. If Teenagers Are Such Bad Drivers, Should They Be Allowed to Drive? 1,059. Are Self-Driving Vehicles the Wave of the Future?

Science & Health

Science & Environment

1,060. How Green Are You? 1,061. How Do You Try to Reduce Your Impact on the Environment? 1,062. Do You Ever Feel Guilty About What, or How Much, You Throw Away? 1,063. What Could You Live Without? 1,064. Should Single-Use Plastic Shopping Bags Be Banned? 1,065. What Are Your Thoughts About Wind Power? 1,066. Do We Crank Up the A.C. Too High? 1,067. How Concerned Are You About Climate Change? 1,068. How Should Nations and Individuals Address Climate Change? 1,069. If You Were President, What Would You Do About Climate Change? 1,070. Should Schools Teach About Climate Change? 1,071. How Do You Celebrate Earth Day? 1,072. Should Developers Be Allowed to Build in and Near the Grand Canyon? 1,073. Should Scientists Try to Help People Beat Old Age So We Can Live Longer Lives? 1,074. Should Extinct Animals Be Resurrected? If So, Which Ones? 1,075. How Do You Think Dinosaurs Went Extinct? 1,076. Given Unlimited Resources, What Scientific or Medical Problem Would You Investigate? 1,077. What Are the Five Greatest Inventions of All Time? 1,078. What Would You Invent to Make the World a Better Place? 1,079. When Is It O.K. to Replace Human Limbs With Technology? 1,080. Should Fertilized Eggs Be Given Legal ‘Personhood’? 1,081. Do You Think Life Exists — or Has Ever Existed — Somewhere Besides Earth? 1,082. Do You Believe in Intelligent Alien Life? 1,083. Will Humans Live on Mars Someday? 1,084. Would You Want to Be a Space Tourist? 1,085. What Would You Name a New Star or Planet?

Animals & Pets

1,086. How Do You Feel About Zoos? 1,087. Do Gorillas Belong in Zoos? 1,088. Is It Unethical for a Zoo to Kill a Healthy Giraffe? 1,089. Should Farm Animals Have More Legal Protections? 1,090. Is It Wrong to Focus on Animal Welfare When Humans Are Suffering? 1,091. Is It Ethical to Genetically Engineer Animals? 1,092. When Is Animal Testing Justified? 1,093. Should Certain Animals Have Some of the Same Legal Rights As People? 1,094. Should Circuses Be Animal Free? 1,095. Is This Exhibit Animal Cruelty or Art? 1,096. Should You Go to Jail for Kicking a Cat? 1,097. Should You Feel Guilty About Killing Spiders, Ants or Other Bugs? 1,098. Should Emotional Support Animals Be Allowed on College Campuses? 1,099. Are Emotional-Support Animals a Scam? 1,100. What Are the Animals in Your Life? 1,101. What’s Your Relationship Like With Your Pet? 1,102. How Well Do You Know Your Pet? 1,103. Should We Be Concerned With Where We Get Our Pets? 1,104. What Does a President’s Choice of Pet — or Choice Not to Have a Pet at All — Say About Him? 1,105. What Have You Learned From Animals? 1,106. What Are Your Thoughts on Cats? 1,107. Would You Want to Hang Out at a Cat Cafe? 1,108. Why Do We Love Watching Animal Videos So Much? 1,109. What Are Your Most Memorable Stories About Wildlife?

Exercise & Health

1,110. Do You Like to Exercise? 1,111. Do You Get Enough Exercise? 1,112. How Has Exercise Changed Your Health, Your Body or Your Life? 1,113. How Much Do You Think About Your Weight? 1,114. How Often Do You Engage in ‘Fat Talk’? 1,115. What Are Your Healthy Habits? 1,116. What Health Tips Have Worked for You? 1,117. What Rules Do You Have for Staying Healthy? 1,118. What Habits Do You Have, and Have You Ever Tried to Change Them? 1,119. Do You Have Any Bad Health Habits? 1,120. How Careful Are You in the Sun? 1,121. Do We Worry Too Much About Germs? 1,122. How Well Do You Sleep? 1,123. What Are Your Sleep Habits? 1,124. How Much of a Priority Do You Make Sleep? 1,125. Do You Get Enough Sleep? 1,126. Should the Drinking Age Be Lowered? 1,127. Should the Legal Age to Purchase Tobacco Be Raised From 18 to 21? 1,128. Should E-Cigarettes Be Banned for Teenagers? 1,129. Do You Vape? Is Smoking Still a Problem Among Teenagers? 1,130. Are Antismoking Ads Effective? 1,131. Should Marijuana Be Legal? 1,132. Should Students Be Required to Take Drug Tests? 1,133. Should Middle School Students Be Drug Tested? 1,134. How Common Is Drug Use in Your School? 1,135. If You Drink or Use Drugs, Do Your Parents Know? 1,136. Is Your School a ‘Party School’? 1,137. Have You Been To Parties That Have Gotten Out of Control? 1,138. Why Is Binge Drinking So Common Among Young People in the United States? 1,139. Should Universities Work to Curtail Student Drinking? 1,140. Would You Ever Go Through Hazing to Be Part of a Group?

Civics & History

Guns & the Justice System

1,141. What Are Some Answers to America’s Gun Violence? 1,142. What Should Lawmakers Do About Guns and Gun Violence? 1,143. Can High School Students Make a Real Impact on the Problem of Gun Violence in the United States? 1,144. What Do You Think of the #WalkUpNotOut Movement? 1,145. How Should We Prevent Future Mass Shootings? 1,146. Are We Becoming ‘Numb’ to School Shootings? 1,147. Would You Feel Safer With Armed Guards Patrolling Your School? 1,148. Should Teachers Be Armed With Guns? 1,149. Should Guns Be Permitted on College Campuses? 1,150. Would Arming College Students Help Prevent Sexual Assaults on Campus? 1,151. Where Do You Stand on Unconcealed Handguns? 1,152. What Is Your Relationship With Guns? 1,153. What Should Be the Purpose of Prison? 1,154. Should Prisons Offer Incarcerated People Education Opportunities? 1,155. Should Felons Be Allowed to Vote After They Have Served Their Time? 1,156. Should the United States Stop Using the Death Penalty? 1,157. What Do You Think of the Police Tactic of Stop-and-Frisk? 1,158. When Should Juvenile Offenders Receive Life Sentences? 1,159. Do Rich People Get Off Easier When They Break the Law? 1,160. Should All Police Officers Wear Body Cameras? 1,161. Should Prostitution Be Legal? 1,162. Should Physician-Assisted Suicide Be Legal in Every State? 1,163. Should Terminally Ill Patients Be Allowed to Die on Their Own Terms?

Government Policy

1,164. How Strong Is Your Faith in American Democracy? 1,165. Is America Headed in the Right Direction? 1,166. What Do American Values Mean to You? 1,167. Do You Think It Is Important for Teenagers to Participate in Political Activism? 1,168. How Would You Like to Help Our World? 1,169. What Cause Would Get You Into the Streets? 1,170. Have Your Ever Taken Part in a Protest? 1,171. What Would You Risk Your Life For? 1,172. When Have You Spoken Out About Something You Felt Had to Change? 1,173. Should the Voting Age Be Lowered to 16? 1,174. Should Voting Be Mandatory? 1,175. Does Voting for a Third-Party Candidate Mean Throwing Away Your Vote? 1,176. Do You Consider Yourself a Republican, Democrat or Independent? 1,177. If You Were Governor of Your State, How Would You Spend a Budget Surplus? 1,178. What Local Problems Do You Think Your Mayor Should Try to Solve? 1,179. Should the United States Care That It’s Not No. 1? 1,180. Do You Trust Your Government? 1,181. What Do You Think of President Trump’s Use of Twitter? 1,182. What Do You Think the Role of the First Lady — or First Spouse — Should Be Today? 1,183. What Is More Important: Our Privacy or National Security? 1,184. When Is the Use of Military Force Justified? 1,185. When Should Countries Negotiate With Their Traditional Enemies? 1,186. Should the U.S. Be Spying on Its Friends? 1,187. Should Countries Pay Ransoms to Free Hostages Held by Terrorists? 1,188. What Responsibility Do We Have to Take In Refugees From Global Humanitarian Crises? 1,189. Should Millions of Undocumented Immigrants Be Allowed to Live in the U.S. Without Fear of Getting Deported? 1,190. Should the Government Allow ‘Dreamers’ to Stay in the U.S. Without Fear of Being Deported? 1,191. Are Children of Illegal Immigrants Entitled to a Public Education? 1,192. What Do We Owe Our Veterans?

History & News

1,193. What Event in the Past Do You Wish You Could Have Witnessed? 1,194. What Are the Most Important Changes, in Your Life and in the World, in the Last Decade? 1,195. What National or International Events That You Lived Through Do You Remember Best? 1,196. What Famous Figure From the Past Fascinates You Most? 1,197. What Does Dr. King’s Legacy Mean to You? 1,198. Who Do You Think Has Been ‘Overlooked’ By History? 1,199. What Recent Events Will Most Likely Be Featured in History Museums Someday? 1,200. Why Should We Care About Events in Other Parts of the World? 1,201. What News Stories Are You Following? 1,202. How Do You Get Your News? 1,203. Are You Having More Conversations With Friends and Family About Politics? 1,204. What Is Your Reaction to the Recent Flood of Breaking Political News? 1,205. Do You Ever Get the ‘Bad News Blues’? 1,206. Are We Being Bad Citizens If We Don’t Keep Up With the News? 1,207. Is Your Online World Just a ‘Filter Bubble’ of People With the Same Opinions? 1,208. Do Your Friends on Social Media All Have the Same Political Opinions You Do? 1,209. How Do You Know if What You Read Online Is True? 1,210. Do You Think You Can Tell When Something Is ‘Fake News’? 1,211. Do You Believe in Online Conspiracy Theories? 1,212. What Are Your Experiences With Internet-Based Urban Legends? 1,213. Are Political Memes Dangerous to Democracy? 1,214. Should National Monuments Be Protected by the Government? 1,215. Should Confederate Statues Be Removed or Remain in Place? 1,216. What Supreme Court Cases, Now or in the Past, Interest You Most? 1,217. Should Free Speech Protections Include Self Expression That Discriminates? 1,218. Is It O.K. to Refuse to Serve Same-Sex Couples Based on Religious Beliefs? 1,219. What Will You Remember About President Obama and His Legacy?

Many of the questions above are still open to comment, though not all.

A few questions have been removed from this list since it was originally published.

Teachers, please let us know in the comments how you use this list, or any of our previous prompts lists, in your classes.