Abstract
In this article I share a series of writing assignments that were developed over a decade of working with general education students and dance majors at the tertiary level to guide their skills in describing and analyzing dancing. Across this curricular development, I sought to discretize the processes of describing, analyzing, and interpreting dances into smaller, more manageable skills that could be scaffolded over the course of a semester. I share eleven assignments that I have used throughout a semester and suggest in-class activities to prepare students to be successful in the assignments. I encourage readers to think critically and creatively about adopting and modifying the framework presented here to help students in their classes develop skills for clear and rich communication about dance and dance education.
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