D839 focuses on teaching adolescents to write. WGU's guidebook calls it the second of three English discipline methods courses, covering writing across real-world contexts and genres, the writing process, and assessment of writing skills.
It asks you to show instructional skill, not only writing skill. The guidebook says the course is assessed via one integrated performance assessment task for the undergraduate version, with one extra task for the graduate version.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University (WGU) |
| Course code | D839 |
| Program | MAT English Education (Secondary) |
| Size | 2 competency units |
| Assessment (per guidebook) | One integrated performance assessment task, plus one more for the graduate version |
| Themes | Science of learning, science of reading, technology and media |
What D839 Covers
| Competency (summarized) | In practice |
|---|---|
| Design learning for real-world writing contexts and genres | Purposeful writing tasks for varied audiences |
| Design research-based assessments | Monitoring writing skills and progress towards outcomes |
| Implement instruction on the writing process | Planning, drafting, revising, editing and publishing |
| Implement assessment strategies | Analyzing the progression of students' writing |
Key Concepts Explained
The Writing Process as Instruction
Teach each stage explicitly: modeling, guided practice and independent work. Show what you do in conferences and how feedback leads to revision.
Example: In a persuasive unit, you model a thesis and evidence chain on screen, students write drafts in class, and peers use a three-question checklist to give feedback. You then conference with two students per day using a rubric trait, such as use of evidence, as the focus.
Genre and Purpose
Different genres serve different purposes: argument, explanatory, narrative and workplace writing. A plan should name the genre, audience and reason for writing.
Assessing Progression
Use a rubric tied to the standard, collect samples over time and compare them. Describe what you will do when growth stalls.
Typical Assignments and How to Approach Them
The guidebook confirms an integrated performance assessment and does not give task names. The rows below show the kinds of work involved.
| Work type | What it tests | How to approach it |
|---|---|---|
| Writing unit design | Genre and context planning | Name audience, purpose, genre and scaffolds |
| Assessment design | Research-based monitoring | Rubric traits, feedback cycles, progression evidence |
| Instruction demonstration | Teaching the process | Show modeling, practice and feedback |
| Analysis of student writing | Using assessment data | Identify strengths, gaps and next teaching steps |
A Competency-by-Competency Study Approach
- Contexts and genres. Pick two genres and write a purpose and audience for each.
- Process. Map the stages onto a two-week calendar with teacher and student actions.
- Assessment design. Draft a four-trait rubric and a feedback routine.
- Using results. Use two sample paragraphs to practice describing progress and next steps.
Designing a Writing Rubric Students Can Use
A rubric is both an assessment tool and a teaching tool. Describe each level in words a student can act on.
| Trait | Developing | Proficient |
|---|---|---|
| Claim | Topic stated but no position | Clear, arguable claim |
| Evidence | Facts without sources | Relevant evidence with explanation |
| Organization | Ideas in random order | Logical order with transitions |
| Conventions | Errors block meaning | Errors rarely distract |
Show how you will use it before grading: in a mini-lesson with sample paragraphs, in peer feedback and in conferences.
What Strong Writing Instruction Shows
- Explicit modeling of the skill before students try it.
- A feedback cycle that students act on.
- Samples of student writing used to adjust teaching.
- A genre and audience that feel real to adolescents.
- Technology or media used for a clear learning purpose.
Worked Example: A Feedback Cycle
Students draft an argument paragraph. In a five-minute mini-lesson you model strengthening a claim. Students revise, then exchange drafts and give feedback on one trait only, evidence, using a checklist.
You collect two sample paragraphs, compare them to the rubric and note a common gap: evidence without explanation. The next day's lesson teaches a sentence frame for explaining evidence. The plan then shows how a later sample demonstrates growth, which is the progression of writing skills the competency describes.
Where Students Get Stuck
- Assigning writing instead of teaching it. Show the teaching moves at each stage.
- Vague rubrics. Describe what each level looks like.
- Grading as the only feedback. Plan formative feedback that students use.
- Ignoring technology and media. The guidebook says to consider these.
Study Tips for D839
- Use a table of stage, teacher move, student action and evidence.
- Keep sample student paragraphs to practice scoring.
- Link choices to research on writing instruction in one sentence each.
- Check the performance task instructions on your course page before you start.
How We Help with D839
Send the task, rubric and your draft. A tutor can explain the writing instruction approaches, give feedback on your unit design and rubrics, or prepare a model for study. For wider help, see our education assignment help guide.
GradeEssays is independent and not affiliated with Western Governors University. Use our help as a study aid, then complete your own work under WGU's academic integrity policy. We do not take assessments or access portals, and we cannot promise a competency decision. Free revisions; full refund if late.
Make Your D839 Writing Plan Clearer
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Frequently Asked Questions
A methods course on teaching writing to adolescents, covering genres, the writing process and assessment, per WGU's guidebook.
2 in the MAT English Education guidebook.
The guidebook says one integrated performance assessment task for the undergraduate version, with one additional task for the graduate version. Check your course page.
The guidebook calls it the second of three English discipline methods courses.
Traits tied to standards, level descriptions and a clear link to feedback.
No. We provide tutoring, models and feedback. You submit your own work.