One of the key learning outcomes of university education in general, and liberal arts programmes, in particular, is that students acquire proficiency in writing across genres and disciplines. Further, ...

Teaching students how to write disciplinarily is a difficult task, especially when that way of writing includes writing together in teams. Team writing is a challenge many faculty across campus have ...

Matthew Johnson is an English teacher from Ann Arbor, Mich., and the author of Flash Feedback: Responding to Student Writing Better and Faster – Without Burning Out (published by Corwin Press). His ...

(This is the final post in a five-part series. You can see Part One here; Part Two here; Part Three here, and Part Four here.) The new question-of-the-week is: How do you get students to want to ...

“Ungrading” is one of those topics that inspires a lot of pushback when it comes up in faculty circles. Susan D. Blum, editor of a new book on the subject, says that’s because most administrators, ...

John McPhee, a master of telling nonfiction stories, became a teacher by accident 43 years ago when Princeton University needed a last-minute replacement. He has steered the course ever since, each ...

As artificial intelligence becomes increasingly capable of generating polished, grammatically correct text that meets academic standards, educators face a critical challenge: How can we teach students ...

This third entry in an occasional series from Roy Peter Clark, who witnessed the Poynter Institute’s founding, explores its history in honor of its 50th anniversary. It would be hard to estimate how ...

This page was guest-written by Phil Shaw, Senior Lecturer, University Writing Program, and CTL Faculty Fellow for Student Success in Gateway Courses. Our understanding and use of Generative AI ...