No matter our discipline, as teachers of writing, we share a common goal: equipping students with skills we hope will transfer to other contexts. Yet, a persistent concern has been troubling researchers for several decades (Wardle 2007 and Dively and Continue reading
There is no shortage of writing about AI (whether it’s optimistic talk about “affordances,” hand-wringing about the death of critical thinking, or somewhere in between). If you have been keeping tabs, you have seen opinion pieces and popular articles, advice Continue reading
Our current responses to AI run the gamut: from switching essays to in-class writing only, to tweaking assignment to (somehow?) discourage academic dishonesty, to using this moment to talk with students about authorship, research, and ethics, and to experimenting with Continue reading
One of the goals of an Advanced Writing (CADW) class is teaching specialized arguments in an area of study. To students, it can feel like a bit of a jump. We ask them to learn very nuanced writing strategies, where Continue reading
After the CADW workshop, attendees are encouraged to use this handout to consider a few questions related to teaching writing in a specialized area. For Writing as a Process What structure and vocabulary will you use to build a metadiscourse Continue reading
Here is a useful resource created by Central Michigan University on “Writing Intensive Resources: Handling the Paper Load and Responding to Student Writing.” This handout is organized as a nice quick read that addresses some common myths about teaching more Continue reading
Writing Program faculty are in the trenches right now, trying to respond to the challenges we are encountering due to the spread of generative AI tools (such as chatGPT). Click here for the working document we are building, which provides Continue reading
Commenting on student papers is arguably one of the most time-consuming parts of teaching writing, and can feel particularly daunting to new faculty. Where to start? What to prioritize? Are students even reading our comments? Yet, research suggests that giving Continue reading
This article describing the “Writing Spiral” (a collection of writing resources for students), was written by Dr. Traci Guiliano, a Professor of Psychology at Southwestern University. Dr. Guiliano recognized the lack of a widely-accepted resource geared toward helping faculty teach Continue reading
If you would like to dive deeper into writing pedagogy, this list of studies is like the “greatest hits” of influential Composition scholarship. This list (a work in progress) will be organized into categories, with short annotations.
