Benefits of "Low Stakes" Writing in the Classroom

Theory

I've lost track of the amount of students who ask these dreaded questions each week: 

I have to admit -- I have had plenty of experience as that student. In order to help these students, it's important to understand the theory and the concept behind "low-stakes" writing assignments. Low-stakes writing is defined by the University of Waterloo's Teaching Centre as written work that "involves informal writing and grading," as well as "encouraging student involvement" (University of Waterloo). Not only this, but low-stakes writing also makes room for failure, learning, evaluation, and revision in the classroom. While it's easy for students to see low-stakes assignments as nothing but "busy work" or "filler assignments," it's important to stress their importance and intentionality in the classroom. The more intentional the informal assignment, the better.

I'll start off by saying this: I wouldn't respond like this sarcastic and funny teacher in a classroom environment. However, it is important to face difficult situations with humor, or neutrality. The more understanding, the better. Sure, it's frustrating when your students show up: but they are human, too. Although I found this clip to be funny, it also focuses on the issue of student engagement through informal work. Students need to understand the importance of the classroom regardless of their situation.

Benefits of Low-Stakes Assignments

When assessing low-stakes assignments, it's important to keep a few things in mind: remember that low-stakes assignments are designed to help students to become more comfortable in their classroom environment. By encouraging informal work, professors and teachers alike can find ways to engage their students. Informal assignments make way for more innovative thinking, creativity, and for the possibility of revision. The educational website, Edutopia, mentions several of the benefits of informal assignments. Some of these include "investment and ownership in student learning", as well as "preparation for high-stakes assignments" (Minero). James Kobialka, a seventh-grade science teacher, also backs up his reasons for supporting informal assignments. Kobialka believes that informal assignments should focus more on trial and error than perfection: that "[low-stakes writing] is not about the right or wrong answer, that it's about trying something out" (Kobialka). 

As previously stated, low-stakes assignments also help to allow opportunities for student writing before high-stakes assignments. Without classroom opportunities for growth and improvement, students may struggle with major assignments and essays. Low-stakes assignments are also beneficial for professors and teachers; they help us to see where students stand in their learning and writing processes. With the help of informal assignments, we can target student concerns throughout the duration of the school year. 

Finding Opportunities for Low-Stakes Assignments in the Classroom

There are many ways to implement informal writing into the classroom environment. For example, the Georgetown University Writing Program focuses on a open, multimodal, and innovative approach. Dr. Lipscomb, a professor at Georgetown University, focuses on implementing low-stakes assignments through Wordpress blog posts. Similar to our classroom environment, Dr. Lipscomb asks for his students to create "customizable sites" and "100-300 word blog posts" each week. This helps to create discussion and engagement in the classroom (Georgetown University Writing Program). Apart from Dr. Lipscomb's example, there are several other ways to include informal assignments in the class curriculum. Dr. Sandick demonstrates this in his classroom; he asks for his students to create video diaries that detail their frustrations and triumphs in their homework assignments. Students are asked to "free-speak" throughout the duration of their video blog (Georgetown University Writing Program). I found these two examples to be interesting, especially considering that they focus on multimodality, creativity, and engagement. I plan on implementing these examples into my future classroom as well as my tutoring experience/processes.

Practice

I've had some experience with informal and low-stakes assignments this semester, and for that, I am grateful for. Before graduate school, I wasn't sure of the purpose behind these more informal, "lighter" assignments, if you will. I saw them as homework: as a stress activity to complete on my weekends and in the library. But these informal assignments are not as much of "homework" assignments as they are innovative, inclusive assignments for the classroom environment. 

I plan on including informal assignments in my syllabi and curriculum in a number of ways: through group work, individual work, classwork, mulitmodal assignments, and discussion posts. Each of my assignments will be planned in an intentional manner; they will focus on the subject or topic at hand to help students with learning new writing styles, or materials. Some of these assignments may include blog posts and sites, D2L discussion boards and teamwork. I want to stress the importance of teamwork in the classroom. That way, no matter the student, they can find ways to adapt and grow as individuals for their future workplaces. 

I look forward to including these assignments in my syllabi and curriculum. As a member of my cohort, I plan on supporting and encouraging my fellow peers through brainstorming and active listening. The more we can work together, the better we will perform as future instructors. My overall goal is to offer a safe and inclusive environment for my students, so that no matter their learning level or concerns, that they will thrive. I believe that this can be achieved through lower-stakes assignments, which will help to lead my students in the right direction.

Works Cited

Minero, Emelina. "Low-Stakes Writing and Critical Thinking." Edutopia, https://www.edutopia.org/practice/low-stakes-writing-writing-learn-not-learning- write. Accessed 10 April 2023.

"Low-Stakes Writing Assignments." University of Waterloo, https://uwaterloo.ca/centre-for- teaching-excellence/catalogs/tip-sheets/low-stakes-writing-assignments. Accessed 10 April 2023.

"Low-Stakes Writing Activities." University of Toronto, https://tatp.utoronto.ca/teaching- toolkit/supporting-students/supporting-student-writing/low-stakes-writing/. Accessed 10 April 2023.

"Incorporating Low-Stakes Writing." Georgetown University Writing Program, https://writing.georgetown.edu/resources/resources-for-low-stakes-writing/. Accessed 10 April 2023.

"When an Absent Student Asks if They Missed Anything - The Sarcastic Classroom." YouTube, uploaded by Bored Teachers, 21 Jan. 2019, https://www.youtube.com/watch? v=sCQYDKoUNOc.