Why include writing in my courses?

What kinds of writing can I include?

What is writing to learn?

What is writing in the disciplines?

Do I have to be an expert in grammar?

Do writing and peer review take up too much class time?

How can I avoid getting lousy student writing?

What makes a good writing assignment?

How can I get the most out of peer-review?

How can I handle assignments?

Why consider collaborative writing assignments?

What writing resources are available for my students?

What teaching resources are available?

WAC Clearinghouse Links

Detailed Table of Contents

Authors & Contributors

More detail on interpretive questions

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Students often need more focused questions to begin working on the right-hand side--the evaluative, reflective, or metacognitive side:

Why are certain details more memorable?
What connections can you make between X and Y?
How did you arrive at this conclusion?
Why is this conclusion significant?
How does this assignment touch you personally?
How does this assignment change your thinking on the idea?
How could you write about your new insight?
What other information might you need to pursue this topic?
How does this reading/writing/discussion/group work build on our earlier discussion of the larger concept of X?