Learning how to type is an essential 21st century skill. Beyond learning proper keyboarding techniques and building speed and accuracy, teaching typing in the classroom provides opportunities to develop other valuable skills. When taught as part of a writing or composition curriculum, typing instruction can be used to work towards objectives in various areas including writing process, structure, vocabulary, and more.
Setting clear and measurable objectives is important when designing a typing curriculum that also targets important writing outcomes. Objectives should consider the student’s grade and experience level to ensure expectations are developmentally appropriate yet still challenging. They can focus on different aspects of typing an essay from subject selection and research, to outlining, drafting, and revising. Meeting objectives helps students make progress in their ability to compose and type complete pieces of writing.
Some example objectives for teaching students in grades 3-5 how to type an essay include:
Students will be able to generate three potential essay topics on a provided non-fiction subject within 15 minutes. This works on brainstorming and narrowing a topic.
Given an assigned 250-word essay topic related to a current class unit of study, students will create an outline with at least three main points within 30 minutes. This builds outlining skills.
Students will correctly use basic punctuation including periods, commas, and question marks in a one page, single draft essay with 90% accuracy within 45 minutes. This reinforces punctuation rules.
In a 300-word double draft essay assigned on a social studies topic, students will implement at least three domain-specific vocabulary words related to the topic. This expands vocabulary.
Students will meet a typing goal of 15-20 correct words per minute on a three minute timing while composing a draft essay response. This develops keyboarding fluency.
For middle school students in grades 6-8, objectives can focus more on structure, research, and the writing process:
Given an interview with an expert on the assigned research topic, students will synthesize at least three relevant quotes or facts into the outline for a 500-word MLA formatted essay within 60 minutes. This builds information literacy and citation skills.
In a three paragraph, 400-word informative essay, students will compose focused topic sentences for each body paragraph and a clear concluding statement. They will revise as necessary to better structure their argument or information within two class periods. This strengthens essay organization.
Working in small groups, students will peer review and provide constructive feedback on two classmates’ rough drafts of a 700-word argumentative essay using a provided rubric. They will also incorporate at least two peer suggestions in their final draft. This engages them in the writing process.
While researching their topic, students will record at least five relevant web and print sources on their works cited page using proper MLA citation format before beginning to write their draft. They will integrate a minimum of three sources into the body of their 800-word research paper. This reinforces research and citation skills.
Students will meet an individual growth-based typing goal, whether an increase of 3-5 wpm or the completion of a challenging paragraph at the current speed, on a 5 minute timing taken three times throughout the research paper unit. This continues building keyboarding speed and accuracy.
By high school, objectives should focus more on synthesizing research, formatting complex papers, and preparing for higher education or career expectations:
In a 1500-word professional internship application essay, students will design an essay following specified formatting guidelines including 1-inch margins, 12-point Times New Roman font, and proper headings within MLA, APA, or CMS style based on internship guidelines within two weeks. This develops document design skills.
Students will integrate a minimum of eight scholarly sources, at least four of which are peer-reviewed journal articles or academic books, into a 2500-word MLA formatted research term paper on an approved societal issue topic. They will properly cite all sources within the paper and construct a works cited list. This advances in-depth research abilities.
Working in a collaborative online document, students will peer review and edit two classmates’ thesis-driven, 4000-word research essays providing global and line-specific comments and suggestions for strengthening arguments and organization within one week. They will also incorporate at least four peer suggestions on their own final draft. This hones written communication and critical thinking.
Students will meet or surpass the graduate-level recommendation of 45 correct words per minute on a ten minute timing taken at midterm and finals while correctly formatting citations in a 2000-word history research paper with at least ten sources. This demonstrates advanced keyboarding proficiency.
The essay composition and typing objectives outlined here provide a framework for any classroom looking to incorporate purposeful writing instruction alongside keyboarding practice. Regular assessment of progress towards clearly defined goals helps both educators and students recognize growth in typing skills and written communication over time. A layered approach beginning in elementary school and building upon foundational skills in middle and high school sets students up for success in any future educational or career path demanding technical proficiency and strong written expression.
Andrew Stroud