Teaching with Writing Blog

Example of brainstorm activity on white board.

Posted by Daniel Emery // Sep 12, 2023 // 0

Co-written by Kate Peterson

A flock of geese taking off in flight from a body of water and a beach

Posted by Daniel Emery // May 16, 2023 // 0

Among the many reasons to assign collaborative or team-based writing to students is that it models the collaborative and team-oriented academic fields and workplace contexts where they hope to work. Three Minnesota researchers in Ecology, Evolution, and Behavior and colleagues from four other institutions recently described work in their discipline to promote meaningful authorship in massively multi-authored scientific papers.

Varieties of fruit and a pitcher on a table.

Posted by Daniel Emery // Apr 17, 2023 // 0

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.

Posted by Daniel Emery // Feb 27, 2023 // 0

The Teaching with Writing Blog uses categories to describe the contents of previous entries to assist readers in finding timely and appropriate resources. In this March Blog Post, we’ll reissue some of the most popular and cited posts on working with sources.

Posted by Daniel Emery // Feb 07, 2023 // 7

The arrival of ChatGPT has sent shockwaves through popular media and higher education circles. Headlines have suggested that artificial intelligence could render some familiar genres and technologies obsolete (including the college essay and Google).

Posted by Daniel Emery // Jan 11, 2023 // 0

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.