writing myths and anxiety

Teaching Three ‘Writing for University and Beyond’ Course Concepts Simultaneously Utilizing One Three-minute Scene from a Bollywood Film

Activities, Critical Language Awareness, Threshold concepts, translingualism, writing myths and anxiety, Writing Transfer /

Kanika Verma Assignments & Activities Archive Activity Description Teaching writing concepts in an undergraduate university writing course can be challenging. Several threshold concepts in writing studies are new for undergraduates majoring in any discipline. The comprehension of many concepts is dependent on other sub-concepts or meta-concepts. For instance, students need various examples to understand what […]

Teaching Three ‘Writing for University and Beyond’ Course Concepts Simultaneously Utilizing One Three-minute Scene from a Bollywood Film Read More »

Writing as the World Falls Apart: A Filipino Perspective on Academic Writing

cultural awareness, linguistic difference, linguistic diversity, Volume 7, writing in global contexts, writing myths and anxiety /

Florianne Jimenez and Aileen Salonga Volume 7 Chapter Description In this chapter, we focus on how Filipino university students think about and make sense of the notion of ‘good’ academic writing.1 We introduce a social and historical view of the entanglements between English and academic writing in the Philippines, which have resulted in an academic

Writing as the World Falls Apart: A Filipino Perspective on Academic Writing Read More »

“Is This for a Grade?”: Understanding Assessment, Evaluation, and Low-Stakes Writing Assignments

Grading, Volume 5, writing myths and anxiety /

Jason McIntosh Volume 5 Chapter Description Grades are an important part of school. Among other things, they tell students how well they met assignment outcomes, whether they are on track to pass their courses and graduate, and if they qualify for certain scholarships and extracurricular activities. However, grades are also the cause of a great

“Is This for a Grade?”: Understanding Assessment, Evaluation, and Low-Stakes Writing Assignments Read More »

We Write Because We Care: Developing Your Writerly Identity

Process, Public Writing, Volume 5, writing myths and anxiety /

Glenn Lester, Sydney Doyle, Taylor Lucas, and Alison Overcash Volume 5 Chapter Description Many college students write for one reason and one reason only: to complete a class assignment. But students who subscribe to this view of writing—writing as merely a means to an end, a tool to achieve a grade—are seriously limiting themselves. In

We Write Because We Care: Developing Your Writerly Identity Read More »

Changing Your Mindset About Revision

demystifying writing assignments, drafting and revising, Feedback, Process, Volume 5, writing myths and anxiety /

L. Lennie Irvin Volume 5 Chapter Description Many freshmen enter college with a one-draft writing process where revision means tidying up errors and then submitting the final product. This chapter is about changing your thinking about revision as a foundation for changing your practice of revision. The chapter explores the false concepts about writing and

Changing Your Mindset About Revision Read More »

What Are We Being Graded On?

demystifying writing assignments, Grading, volume 4, writing myths and anxiety /

Jeremy Levine Volume 4 Chapter Description Grades are an (often) unmentioned but all-powerful force in the writing classroom. We know that grades mean a great deal to students, motivating many of their decisions in the classroom.* But because grading is uncomfortable and inexact work, we rarely discuss it openly in class — a silence that

What Are We Being Graded On? Read More »

I Need You to Say “I”: Why First Person Is Important in College Writing

Volume 1, writing myths and anxiety /

Kate McKinney Maddalena Volume 1 Chapter Description In this essay, I argue against the common misconception that “I” has no place in formal writing. I discuss many theoretical and rhetorical ways (objectivity and intellectual integrity, and clarity and organization, respectively) in which first person, used prudently, can improve written argument. I then show some examples

I Need You to Say “I”: Why First Person Is Important in College Writing Read More »

Why Visit Your Campus Writing Center?

Volume 1, writing center and other resources, writing myths and anxiety /

Ben Rafoth Volume 1 Chapter Description In this chapter, a writing center director and author of books and articles about learning to write invites tutors to tell why writing centers help students become better writers. They explain how the power of conversation in collaborative learning environments helps to expand a writer’s ideas, and we see

Why Visit Your Campus Writing Center? Read More »

Taking Flight: Connecting Inner and Outer Realities during Invention

prewriting and invention, Volume 1, writing myths and anxiety /

Susan E. Antlitz Volume 1 Chapter Description One of the toughest challenges students face is figuring out what to write about. Connecting personal identity and purpose to more public contexts and subjects can play a significant role in helping students to write confidently. “Taking Flight” acknowledges the anxiety writers can feel when faced with the

Taking Flight: Connecting Inner and Outer Realities during Invention Read More »