Writing essays is a key part of academics and standardized testing across grade levels and subject areas. Putting thoughts on paper is not an easy task for all students. Some students face challenges that make the writing process more difficult. These can include disabilities, learning differences, physical or sensory impairments, and language barriers. To help level the playing field, various accommodations and supports exist for students who need extra assistance with essay writing.
Accommodations allow these students to demonstrate their knowledge and skills without being limited by their specific needs. The goal is not to give any unfair advantage, but rather remove obstacles so abilities can shine through. Accommodations must be approved by the school or testing agency based on a student’s documented needs. Some common essay writing accommodations include:
Extended Time – One of the most frequently provided accommodations is extended time. This allows students extra minutes or even hours to complete an essay compared to typical time limits. Extended time helps counteract issues like slowed writing speed from fine motor difficulties or slowing caused by the need to re-read and self-edit extensively. Many students with disabilities that impact writing receive 50% extended time or even double time on written assignments and exams.
Scribe – For students unable to write due to physical issues or learning disabilities impacting writing mechanics, a scribe may write down what the student dictates. The student is still responsible for planning, organizing, and expressing their ideas, but the scribe handles the transcription. Scribes do not edit or correct the student’s work. Some testing agencies allow assistive technology like speech-to-text as an alternative to a human scribe.
Dictation/Speech-To-Text Software – Similar to a scribe accommodation, dictation or speech-to-text software allows a student to verbally dictate an essay which is then transcribed into written text by the program. This can help bypass issues like slow or erratic handwriting while still allowing the student’s original thought processes and ideas to shine through in their writing. Accuracy may vary between software programs, so practice is often recommended before using this accommodation on high-stakes assignments or tests.
Word Prediction/Spell Check Software – Word prediction and spell check programs are assistive technology that can benefit certain students. They predict or suggest word options as a student types to aid vocabulary and reduce errors. Spell check automatically flags misspelled words. This type of support counterbalances challenges like dyslexia, dysgraphia, processing issues impacting writing fluency, and English language learning. It gives students more mental space to focus on writing quality instead of mechanics.
Breaks – Taking intermittent breaks helps reduce fatigue for many students, allowing them to maintain motivation, attention, and quality throughout an extended writing assignment or test. Breaks are often paired with other accommodations like extended time. Typical break time allotments range from 5-15 minutes for every 30-60 minutes of writing. Breaks do not count against the student’s total allotted time.
Simplified Instructions – Writing prompts or instructions may be reworded, broken into steps, or clarified for students who struggle processing multiple inputs simultaneously or have learning disabilities impacting reading comprehension. This reduces cognitive load so students can channel maximum effort into the actual writing task. Things like charts, outlines, or guided preparatory worksheets are other examples of how instructions can be adapted for specific needs.
Specialized Setting – Some students concentrate best in a separate, quiet testing room with few distractions. Others benefit from being able to stand up, listen to calming music through headphones, or take short breaks to move around as needed to reset focus. Testing individual students in a small group or one-on-one environment creates optimal conditions for those who become overwhelmed by large class settings. Specialized settings address specific needs for attention, test anxiety, sensory sensitivities and other processing challenges.
Graphic Organizers – For students who struggle with structuring written responses, graphic organizers provide a visual template to aid planning and organization prior to writing. Common types are Venn diagrams, story maps, comparison charts, and T-charts. They give students a framework to focus ideas in an outline format, then transfer main points to a full written response. This helps bypass weak areas related to abstract thinking, organization, and essay structure. With graphic organizers, evaluators can assess the same depth of thought and knowledge as peers.
Edited Drafts/Rough Drafts Allowed – Students who receive accommodations may be permitted to submit revised or edited drafts in addition to or instead of one-time essays administered under testing conditions. For example, a student may complete a rough draft with extended time at home, then submit revisions after receiving feedback and edits. Or multiple drafts may be accepted for a take-home assignment versus a single attempt. This process better reflects the learning cycle approach used by all students and recognizes that quality writing is an iterative process for many.
Word Bank/Glossary – Providing a prepared bank of academic or domain-specific words gives certain students an advantage on essay questions. Rather than spending mental energy recalling exact vocabulary, they can focus more deeply on critical thinking demonstrated through written responses. Word banks counteract issues impacting vocabulary retention or retrieval, especially for English language learners or students with learning disabilities or gaps in knowledge bases. Word banks must be limited in scope so as not to essentially provide answers, but rather expand students’ expressive resources.
Andrew Stroud