Zack DePiero and Ryan Dippre Volume 5 Chapter Description The writing process is often oversimplified as a series of linear steps: brainstorming, drafting, revising, editing, and publishing. While this notion enables students, like you, to conceptualize writing as something that improves over time, it also conceals the chaos of writing and its social, emotional, and […]
How Writing Happens Read More »
Amy Cicchino Volume 5 Chapter Description This chapter foreshadows challenges you can experience as you adapt your writing beyond your first-year writing course to become a writer in your discipline. The essay contains a student scenario, defines key rhetorical concepts within discipline-specific writing situations, and gives you strategies for adapting these rhetorical concepts to new
Raquel Corona, Kami Day, & Michele Eodice Volume 4 Chapter Description This chapter advocates for student writers to collaborate and coauthor. When opportunities to write together are offered—as part of in-class or outside-class writing assignments—students can benefit in a number of ways, including learning how audiences are addressed and how immediate feedback can become a
Writing with Your Peers Read More »
Marjorie Stewart Volume 3 Chapter Description “Weaving Personal Experience into Academic Writing” uses the metaphor of weaving to demonstrate one way of using personal and narrative writing within academic essays. Rather than debate whether narrative is appropriate for academic writing, it addresses the question of when is it appropriate and how it can be done
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Cynthia R. Haller Volume 2 Chapter Description Teaching students to write well with sources involves much more than teaching them to summarize, paraphrase, quote, and provide documentation. You can use this dialogue, in which a college student seeks writing advice about using sources from an online professor, to help students understand what it means to
Walk, Talk, Cook, Eat: A Guide to Using Sources Read More »
Rebecca Ingalls Volume 2 Chapter Description Collaborating on a written project can be one of the most beneficial, and challenging, strategies to include in a writing class. While all students have likely worked in groups before, many do not yet know how to mindfully prepare, manage, and negotiate the conflicts that may arise in group
Writing “Eyeball To Eyeball”: Building A Successful Collaboration Read More »
Mike Bunn Volume 2 Chapter Description Learning to “read like a writer” can be a great benefit to students. As teachers of writing know, a term goes by too quickly, and there is much to cover. This chapter, however, suggests ways students can improve their interaction with text by reading like writers from the start
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Catherine Savini Volume 2 Chapter Description How can we help students become invested in their writing? How can we help students write interesting papers that we look forward to reading? Students can learn to write interesting papers that develop complex ideas if they begin by “looking for trouble.” This chapter provides students with a step-by-step
Looking for Trouble: Finding Your Way into a Writing Assignment Read More »
