From Substitute to Support: Helping Students Use AI Wisely
In Fall of 2023, I began noticing something unusual in my students’ essays. It was almost as if they fell into two distinct groups. One set of papers
Sara Welshimer June 26, 2026
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student writing
Should We Teach Students Formulas for Writing?
As writing instructors, we often see students with rigid ideas about what writing is “supposed” to look like: Topic sentence here. Quote Sandwich there. Five-paragraph format to tie
Todd Walker and Jennifer Trainor May 13, 2024
Keys to Designing Effective Writing and Research Assignments
Professors often believe students should arrive on campus knowing how to write research papers. Unfortunately, many do not. Download this free report for proven assignment strategies that are easy to implement.
Faculty Focus September 20, 2021
The Word “Flow” Has to Go
George Lakoff and Mark Johnson’s 1980 book Metaphors We Live By famously catalogued the way metaphors influence the way we think, speak, and act. Some
Daniel Couch November 2, 2020
Plagiarize-Proof Your Writing Assignments
Plagiarism seems like a clear-cut crime: if the words of another author appear in one’s writing without appropriate attribution, that writer has “stolen” those words. U.S. higher education institutions take the offense seriously: minor cases often result in probation, suspension, or expulsion. This black-and-white perspective toward plagiarism, however, does not effectively identify, prevent, or resolve writing issues.
Christina Moore March 4, 2019
Meaningful Learning through One-on-One Conferences
Graduate students frequently get the chance to meet one-on-one with their professors. Yet at the undergraduate level, especially during the first year, students rarely get that chance, unless they take the initiative to come to office hours or schedule a meeting.
This is unfortunate. I teach first-year writing, and at least once every semester, I meet one-on-one with each of my students, usually to review a draft of their first paper. My students love these conferences, partly because they offer a chance for personal contact with their instructor, and partly because the conferences provide them with uniquely meaningful feedback.
Megan Von Bergen December 11, 2017
Student Writing Conferences: Metaphors and Office Décor
Faculty know that holding student writing conferences will overwhelm them, or at least that is what they’ve heard from colleagues. They’ve even heard such advice from those who never conference with students to provide individualized attention and feedback on their writing.
Perhaps the most disheartening is that conferencing faculty need to take on new and enervating roles as scheduler, negotiator, and time manager. And yes, reader—let’s not forget all those papers conferencing professors “have to read” before students arrive at their office doors!
Gary R. Hafer, PhD April 24, 2017
Establishing a Writing Community in the College Classroom
When I hear the words “writing community,” my mind conjures up an elementary school classroom. I picture the warm, fuzzy second grade teacher wearing a warm, fuzzy sweater, handing out stickers and cookies as the students prepare for an authors’ tea. At this special event, parents will make the appropriate cooing sounds as their small children enthusiastically share their writing within the classroom.
Cassandra O'Sullivan Sachar, EdD March 28, 2016
Reporting, Reacting, and Reflecting: Guidelines for Journal Writing
Every October, members of the Canadian Forces College’s National Security Program—a master of public administration program for senior military personnel and senior public service professionals—have the opportunity (and privilege) to travel to Ottawa to meet with high-level policy practitioners. The intent of the trip is to allow our students to compare what their in-class readings have taught them about governance and executive leadership with what actually happens in the national capital on a daily basis.
Adam Chapnick PhD November 11, 2014
Helping Students Overcome Their Fear of Writing
Most students in my developmental writing classes claim they “hate” writing. It’s a familiar refrain. But, it is less about “hate” and more about a lack of preparation in the subject area. They do not have sufficient experience with the writing process in order to understand what to do. It is not until they gain this experience and realize for themselves what is wrong and what is right with their own work will their writing improve. This personal realization has to happen. It is key to neutralizing their fear and boosting their confidence.
Heather Jones April 7, 2014