You can reduce the strain of difficult writing assignments, such as compare-contrast writing or literary analysis, by preparing students as they do other activities over fairly long period of time.
If, for example, you are going to have students write a comparison essay in March, 2015,
you probably should being preparing students in December, 2014, for the intellectual tasks comparisons require.
Josh and Caitlin may know nothing about writing comparison essays, but they most certainly know something about using comparison thinking.
Build on what they know.
Use that knowledge to help you teach something that’s in your December lessons.
Then tell students explicitly that the skill they demonstrated so brilliantly will be used later in the course for the comparison essay.
Once you start looking at your materials with an eye to the cognitive processes students need to write a comparison essay, you’ll find many places in which it feels natural to use a comparison to have student discover or describe a relationship.
Continue drawing on students’ knowledge of comparison thinking to help you convey information and to plant the notion that they have the necessary skills for the project coming up later in the year.
Activating knowledge and activating self-confidence over a period of weeks enable students to tackle difficult writing tasks without undue stress.
When it comes to writing skills, familiarity breeds confidence.