process

Assistive Yet Authorial: Critical Use of GenAI in Personal Narrative Prewriting

Activities, critical thought and analysis, digital literacy, drafting and revising, genAI, identity, narrative and storytelling, prewriting and invention, primary source research, Process, research, writing technologies /

Daehyun Won Assignments & Activities Archive Activity Description Due to the accelerating adoption of Generative Artificial Intelligence (GenAI) across higher education, writing instructors face everyday challenges in developing academic writing skills while integrating GenAI to enhance digital literacy, critical AI literacy, and prompt engineering. Not to undermine students’ authorial agency, authentic voice, and ownership in […]

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Embodying Process: A Making-Based Writing Challenge

Activities, demystifying writing assignments, metacognition, Process, reflection, Threshold concepts, visual/multimodal rhetorics, writing myths and anxiety /

Franziska Tsufim Assignments & Activities Archive Activity Description Writing classes routinely ask students to engage in a lengthy process of drafting and revising their work. As instructors, we emphasize to students the need to “fail” (Carr), call “shitty first drafts” messy yet generative (Lamott) and position these ideas as “writing thresholds” (Adler-Kassner & Wardle). At

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Clause Patterns, Clause Meanings

Activities, Critical Language Awareness, drafting and revising, grammar and mechanics, linguistic difference, linguistic diversity, reflection /

Mark Shea Assignments & Activities Archive Activity Description In my writing classroom, I want students to approach revising and polishing with the idea that there is benefit to trying different phrasings and sentence structures. Even if their current writing works, the only way to know if there’s a better version is to try new versions

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Antagonizing & Tailoring LLM Writing in a Mock Public Relations Crisis Management Campaign for Business Communication Classes

Activities, critical thought and analysis, digital literacy, genAI, observation, Process, professional writing, rhetorical situation, writing myths and anxiety, writing technologies /

Amanda Rioux Assignments & Activities Archive Activity Description This Business Communication in-class activity uses a sample case study in which an imaginary company had a public fallout, with the purpose of students developing and refining the skills needed to regain trust and goodwill amongst the company’s various stakeholders—both internally within the company itself, and externally

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Collaborative Brainstorming with Generative Artificial Intelligence

Activities, genAI, peer review, prewriting and invention, Process, reflection, writing technologies /

Kellene O’Hara and Elizabeth Williams Assignments & Activities Archive Activity Description Given the widespread use of Generative Artificial Intelligence (GenAI), it is imperative that writing instructors teach students to use this technology, including Large Language Models (LLM), both critically and ethically. By providing students with opportunities to practice using these tools, discuss their affordances and

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Fuzzy Logic: How the Fuzzy Definition of Plagiarism is Getting Even Fuzzier

Activities, documentation, Integrating sources, plagiarism, primary source research, Process, quotations, citations, and style, secondary source research /

Steven Engel and Staci Shultz Assignments & Activities Archive Activity Description Rachel Hall Buck and Silvia Vaccino-Salvadore’s Writing Spaces essay, “‘Doing Research Is Fun; Citing Sources Is Not’: Understanding the Fuzzy Definition of Plagiarism,” suggests ways to help students unpack the complexity of plagiarism. Our activity extends these essential conversations by examining several recent highprofile

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What’s the Diff? Version History and Revision Reflections

drafting and revising, Process, Volume 5, writing technologies /

Benjamin Miller Volume 5 Chapter Description This essay recommends that writers use digital tools to keep track of what’s changing as they write—and to include a quick comment with each notable change, saying what they’re trying to achieve. These revisitable histories are helpful in several ways. First, when we notice what we’re changing (often unconsciously)

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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

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Reflective Writing and the Revision Process: What Were You Thinking?

drafting and revising, Volume 1 /

Sandra Giles Volume 1 Chapter Description This essay explains to students that reflective writing involves their thinking about their own thinking. They may be asked to reflect about their audience and purpose for a piece of writing. They may write about their invention, drafting, revision, and editing processes. They may self-assess or evaluate their writing,

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