Preparing formal writing prompts may not require more effort from you than preparing informal ones, but responding to them requires a greater investment of time by students. For that reason, you ought to make sure your formal prompts are on some of the most significant topics in your curriculum.
If Susie is going to need to spend five hours on an essay, it ought to concern a topic that’s worth five hours of study.
What’s worth five hours of study? Probably it is a topic to which you devote at least a week of class time.
In all likelihood, a topic that’s worth a week of study in your English class in 2017 will also be worth a week of study in your English class in 2018.
It makes sense, then, to prepare formal writing prompts that you could, at least in theory, use year after year.
You won’t want to use all the same prompts year after year. Besides the risk that students will recycle work by those in previous years, there’s the more serious danger of boring yourself.
Bored students are bad enough.
Bored teachers are stultifying.
The solution is to prepare writing prompts that have a high degree of likelihood of fitting into your course next year as well as this year.
After you have a full year’s worth of formal prompts, begin creating replacements for a certain number of those prompts every year.
Tip: Don’t discard a prompt unless it was a total disaster: Tweak prompts that produced disappointing results their first time out, preferably right after you read students’ responses to the prompt.
If you have 25 formal prompts for a year and create replacements for five of those a year, by your sixth year of teaching you would have 50 formal prompts on major topics in your curriculum. Having all those choices will help keep boredom at bay.
Even more importantly, you’ll have developed skill at writing formal prompts and at spotting current events hooks to use with them.
Those skills will help prevent burnout and boredom in later years.
© 2017 Linda Aragoni