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, ...

“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, ...

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 ...

“Much of my first-year writing courses are about helping students to think through their reading process,” Malone said. “There is all this research in the field that backs that up, that reading helps ...

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 ...

Research on generative AI in primary writing classrooms remains limited, but early findings suggest both potential and risk.

The University Writing Program works with Drexel faculty and programs to develop writing assignments, learning experiences, and goals that enrich student outcomes. In addition, we administer the ...

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 ...

Writing remains a shifting fuzzy cloud floating in a wide subjective sky. This week, teachers all over the country have been sharing tales of teaching that most difficult of subjects—writing. They are ...

The new “question-of-the-week” is: What is the biggest mistake teachers make in writing instruction, and what should they do instead? We teachers make lots of mistakes in writing instruction. Just ...