How's it going so far?: Students react to writing assignments and activities

Last month’s Teaching with Writing blog focused on strategies instructors can use when providing students with feedback on their writing. This month’s blog turns the tables by describing tools students can use when providing instructors with feedback on their writing instruction. Yes, this sort of feedback is routinely gathered at the end of the semester, but getting it at a semester’s midpoint is even better.

Conceptual Ladders: Steps to Understanding through Writing

When students recall the definition of a concept or apply a formula or principle to a problem, we are presented with a challenge. While their answers may be correct, how do we know whether they have a developed sense of the concept or can simply provide solutions in clearly defined contexts? Similarly, while students may recall learning about a concept, method, or tool in a prior course, is remembering a topic the same as conceptual understanding?

Rubrics 2.0: Descriptive Criteria Enable Student Success

Faculty and instructors tend to be divided over the use of rubrics and scoring sheets to assess writing. Some instructors appreciate the sense of consistency that rubrics provide and how they simplify grading. Others find scoring rubrics artificial and confining, and worry that splitting hairs between categories increases assessment challenges. In this blog post, we’ll look at the question of scoring rubrics from the perspective of student performance and recent research on how scoring rubrics can help students learn.

Reading, Research, and Writing: Connecting with University Libraries to Support Student Writers

As we prepare for the beginning of the Spring Semester of 2022, the Teaching With Writing program is placing a particular emphasis on the connections between reading and writing and how assignments and assessments can invite students to use multiple modes for presenting information and persuading audiences. This tip will identify three valuable strategies for working with library resources to enhance students’ writing and research processes.

Work in Progress: Supporting Students through the Writing Process

Don’t let this mild fall weather fool you. Winter is coming, and so is the end of the semester. Students are likely beginning or are already in the midst of their final projects—research essays, presentations, multimodal productions, group projects, etc.—and perhaps voicing concerns about timelines, criteria, and logistical matters. It’s a fine time to take stock with students on their works in progress and to support their writing efforts.