writing process

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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GenAI Assignments for Critical Digital Literacy

Assignments, critical thought and analysis, digital literacy, genAI, information literacy, Process, reflection, writing technologies /

Aurora Matzke and Angela Clark-Oates Assignments & Activities Archive Assignment Description This assignment is about slowing down the composing process at the beginning, middle, and end of any given assignment to provide students the opportunity to critically examine the technologies they use/d to mediate the composing and designing of texts. Specifically, this assignment asks students

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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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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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Multimodal FAQ Assignment

Assignments, metacognition, Process, reflection, rhetoric, visual/multimodal rhetorics /

Mary Laughlin Assignments & Activities Archive Assignment Description This assignment reflects my ongoing attempts to build transfer-oriented reflective opportunities into first-year writing projects. It was inspired in part by pedagogical advice in John C. Bean’s Engaging Ideas; specifically, his emphasis on giving students opportunities to consider purpose and audience. For example, Bean suggests an imagined

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Ethical Use of Generative AI for Conducting Research

Activities, genAI, metacognition, Process, reflection, research /

Aimee Jones Assignments & Activities Archive Activity Description This activity demonstrates how to ethically use two Generative AI tools in the research stage of the writing process. In the last year, AI writing tools, most notably Chat GPT, have generated academic-integrity related concerns for university administrators and instructors. In a study conducted from the Spring

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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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Experimenting with Style: Cyborg Voices

Activities, genAI, grammar and mechanics, Process, rhetorical situation, Style /

Benjamin Hojem and Rhiannon Scharnhorst Assignments & Activities Archive Activity Description From Aristotle’s correctness to Quintilian’s purity to Campbell’s nationality, rhetorical instruction in the formal qualities of writing has long emphasized stylistic “virtues” that serve to exclude language variants and their speakers. With this history in mind, how should we understand the capabilities and affordances

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How Writing Happens

drafting and revising, prewriting and invention, Process, rhetorical situation, Volume 5 /

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

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“I Passed First-Year Writing—What Now?”: Adapting Strategies from First-Year Writing to Writing in the Disciplines

demystifying writing assignments, rhetorical situation, Volume 5, writing across the curriculum, Writing Transfer /

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

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