collaboration and group work

Research Literacy with AI: Verifying Sources with Perplexity and the CRAAP Framework to Improve Intrinsic Motivation

Activities, collaboration and group work, critical thought and analysis, digital literacy, genAI, information literacy, Integrating sources, primary source research, Process, research, secondary source research, writing technologies /

Tingyu Zhang Assignments & Activities Archive Activity Description This activity teaches undergraduates to critically locate and verify sources by triangulating results from Perplexity AI (free version), Google Scholar, or Academic Search Complete, using the CRAAP framework (Currency, Relevance, Authority, Accuracy, Purpose) to evaluate sources (Blakeslee 6). Rather than treating AI as a shortcut, it frames […]

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Documenting Campus Spaces: The Collaborative Accessibility Guide Assignment

Accessibility, Assignments, collaboration and group work, critical thought and analysis, genre and discourse community, professional writing, technical writing, visual/multimodal rhetorics /

Marie Pruitt Assignments & Activities Archive Assignment Description The Collaborative Accessibility Guide (CAG) assignment was originally designed for an upper-level writing course, Technical and Scientific Writing, taught at a Predominantly White Institution (PWI) and large public research university. However, this assignment can easily be adapted for any technical or professional writing course. Over the course

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Framing Bad News: Hedging, Voice, and HR Memos

Activities, collaboration and group work, Critical Language Awareness, drafting and revising, genre and discourse community, grammar and mechanics, peer review, professional writing, reflection, rhetorical situation, technical writing /

Chris Mayer Assignments & Activities Archive Activity Description This two-class sequence, which is an ideal fit for professional writing or business communication courses, helps students see how grammatical and lexical choices shape the ethical and practical work of workplace communication. The project culminates in students drafting a one-page memo delivering bad news through announcing policy

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Owning the Process: Co-Learning AI Through Critical Inquiry and Workflow Literacy

Activities, collaboration and group work, critical thought and analysis, digital literacy, genAI, information literacy, Process, professional writing, writing technologies /

Jennifer N. Mason Assignments & Activities Archive Activity Description This in-class activity invites students and instructors to co-investigate how generative AI and other writing technologies shape composing processes across academic and professional contexts. The activity is grounded in workflow literacy—defined here as the reflective practice of analyzing how tasks, tools, technologies, and collaborators interact across

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Using Community Listening to Collaboratively Develop an Assignment with Students

Activities, collaboration and group work, Community-engaged writing, demystifying writing assignments, professional writing, writing myths and anxiety /

Gabrielle Isabel Kelenyi Assignments & Activities Archive Activity Description Assignments often take a few iterations to get just right so that students consistently produce the essay, project, or presentation the instructor had in mind, let alone demonstrate the assignment’s learning objectives. What would happen if instructors modeled “community listening” (Jackson & Whitehorse DeLaune; Rowan &

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Developing Details: Embodied Writing Activity

Activities, collaboration and group work, observation, Process, reflection, rhetorical situation /

Alexandra Chakov Assignments & Activities Archive Activity Description The purpose of this activity is to have students explore the ways their body is part of their writing process. Writing is not just a mental activity—it also involves the body. The body types out words or commands speech-to-text; the body feels anxiety as deadlines approach and

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What Is Writing Like for You? Using Metaphors to Explain Writing and Writer’s Block Experiences in First-Year Writing

Activities, collaboration and group work, demystifying writing assignments, Process /

Olivia Imirie Assignments & Activities Archive Activity Description This activity about writing metaphors is ideal for the first 1-2 weeks of the term and was originally developed for a first-year writing course. Students often struggle to talk about writing and their challenges with the writing process. They use statements such as “I don’t like writing,”

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Collaborative Building of a Course AI Policy

Activities, collaboration and group work, genAI /

Benjamin Goodwin Assignments & Activities Archive Activity Description This activity, designed for the first day or week of a first-year composition course, aims to address several key beginning-of-the-term concerns: breaking the ice and building community, giving students a sense of agency and ownership of the learning space, and addressing the complex issues and impacts of

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Collaborative Problem-Solving: Deliberative Discourse toward Group Consensus

Activities, collaboration and group work, critical thought and analysis, research, rhetoric, rhetorical situation /

Sarah Moon Assignments & Activities Archive Activity Description This activity is inspired by work done at the Parrhesia Program for Public Discourse Faculty Seminar and the National Issues Forum approach to deliberative discourse. The activity goal is to provide opportunities to channel research and rhetorical education toward live, extemporaneous speech, not in a debate format

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“Read, Feed, and Seed”: Fostering Research Writing in Classroom Spaces

Activities, annotated bibliography, collaboration and group work, demystifying writing assignments, documentation, Integrating sources, reading, reading strategies, secondary source research /

Mustafa Masihuddin Siddiqui Assignments & Activities Archive Activity Description During my first two terms teaching first-year composition classes at the University of Toronto, I faced multiple problems—my classes were not engaging enough; many of the students’ essays did not showcase deep understanding of the key course readings; some students did not apply the evidence into

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