Problems with Paraphrasing

The ability to paraphrase is a pivotal skill for writing and learning, but our tacit understanding of the complex purposes of paraphrasing is often clouded by its apparent simplicity. We may tell students that paraphrasing is simply “restating information from a source in your own words,” but choosing to include restatement from sources involves a much more significant set of questions about purpose, audience, writing task, and form.

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.

Freshest Fruits: Getting the most from peer response

The Writing Across the Curriculum program offers many resources on peer response as an effective strategy for improving student writing. Students become more effective readers and writers when they can engage each other with formative feedback. At the same time, instructors may be challenged to find time to assign and implement peer response activities in their courses, especially if those courses have large enrollments.

Writing with Sources: Early-Semester Activities to Promote Synthesis

While students in nearly every upper-division course will be asked to analyze and synthesize information, the meaning of these terms changes with instructional contexts. They may analyze scholarly arguments to make an assertion about the state of knowledge or create a new research question. Students may also analyze results from experimental tests to draw accurate conclusions from measurement, while in another course, they may be tasked with analyzing multiple policies or practices and then designing their own.

Understanding Scholarly Sources in Conversation: Source Matrix Activities

This semester, the Teaching With Writing program is placing a particular emphasis on the connections between reading and writing. Promoting effective reading practices can help students understand relationships between scholarly sources and how academic writing is produced, which, in turn, can assist their own writing processes and practices.