Our first blog posts of the semester have suggested how we can effectively engage students by providing multiple pathways and trailheads to writing in course documents and how
Teaching with Writing Blog
Posted by Matthew Luskey // // 0
This blog post, including examples of practice for suggestions 1 and 2, draws on the insights of Leah Senatro, an English PhD candidate at the University of California Irvine whose research explores the rhetorical consequences of the body and sensorial experience as well as digital multimodal composition.
Posted by Matthew Luskey // // 0
With the start of the fall semester, campus sidewalks and bike lanes are flowing, once more, with humanity—welcome back! In these early weeks of the term, there is plenty to navigate, and not just physically. For students entering new courses and new fields of study, there will be plenty of questions about location, schedules, course policies and procedures. Amidst the effort to get oriented to new terrain, students might not be thinking yet about other questions they have about writing or about writing processes and practices that will support their learning.
Posted by Daniel Emery // // 0
Generative AI has created some challenging new realities for instructors. While initial concerns focused on academic integrity and the risks of GenAI being used as a replacement for student work, emerging concerns are developing around the ways students may be differently impacted by these advances. Last fall, Indiana University was subject to media scrutiny and a lawsuit after its AI detection technology, Turnitin.com, systematically produced false positive results for work submitted by multilingual students.
Posted by Daniel Emery // // 0
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.
Posted by Pamela Flash // // 0
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.
Posted by Daniel Emery // // 0
Formative feedback is one of the most powerful ways for instructors to help students develop as learners and writers. By receiving early feedback on works in progress, students learn to revise based on advice from their readers and to actively consider how their intended audience might understand their work.
Posted by Daniel Emery // // 0
In recent years, instructors have heard a great deal about the benefits of fostering a positive classroom climate. Not only does a positive classroom climate help boost students' performance in their assignments and assessments, but it can also encourage students' persistence with challenging courses and topics.
Posted by Daniel Emery // // 0
Research in teaching with writing consistently emphasizes the importance of early, formative feedback on writing as critical for students' growth as writers. Formative comments on works in progress can affirm effective writing choices, correct misconceptions and misunderstandings, and coach students on various improvements they can make to their written work. The labor of revising and extending their writing based on expert feedback provides some of the most engaging and practical lessons for developing writers.
Posted by Daniel Emery // // 0