1. How does this assignment help to achieve the learning goals of my seminar?:

• does it require students to explore topics or issues I have identified as central to the course?  (If so, have I provided sufficient information for them to accomplish this exploration?)
• does it require students to practice a skill I have identified as a goal of the course?  (If so, have I provided enough instruction for them to have mastered this skill?) 
• does it require students to learn a skill I have identified as a goal of the course?  (If so, have I indicated to them how and where they can learn this skill?) 
• have I identified the purpose of this assignment so that students will recognize it is part of their active learning process?  (If not, should I do so? Why might I not do so?)

2. How does this assignment help to achieve the larger objectives of the FYS?:

•  does it increase my students' understanding of and practice in writing? 

•  does it increase my students' intellectual growth through writing?

•  does it use writing to strengthen my students' understanding of the course material?
•  does it increase my students' understanding of and practice in research? 
•  does it increase my students' intellectual growth through research? 

•  does it use research to strengthen my students' understanding of the course material?
•  does it increase my students' ability to think critically about a topic?
•  does it invite my students to examine beliefs or assumptions they take for granted?
•  does it increase my students' understanding of and practice in the use of technology?
•  does it increase my students' ability to prepare and deliver oral reports?
•  have I articulated for students how this assignment will help to achieve the larger objectives for the course?   (If not, should I do so? Why might I not do so?)

• What kinds of growth in writing, research, and intellectual skills will the assignment promote to build on the preceding assignment(s)?
• What kinds of growth in content understanding will the assignment promote to build on the preceding assignment(s)?
• Have I articulated for students the connection between this assignment and the preceding assignment(s)?   (If not, should I do so? Why might I not do so?)

• How does this assignment anticipate the next one and other assignments still to come?

• What preliminary practice will they get in using necessary concepts, methods, vocabulary, etc.? 

• What formal or informal writing tasks will provide this preliminary practice?

• What models will students examine so that they know what I expect from them?

• What materials and exercises have I prepared/made available for students to assist them with drafting, revising, and editing?

5. How will I provide critical feedback?

• How many rough drafts will I ask for? How will I respond to them? How detailed will my comments be? Will students also have the opportunity to revise the final paper if they have shown me a draft and received feedback on it?

• If I am not asking for rough drafts, will the students have the opportunity to revise the piece of writing they hand in? How will I structure that process? Will there be a time limit on revisions? How will I determine grades for revised assignments? 

• How will I help my students understand and evaluate what they learned as they wrote and revised this assignment? 

• How can I help my students repeat what they have learned through working on this assignment when they write other papers for my class and for other classes?