WR Classes
Forming Research Questions (AI-Assisted)
Developing a research question for a semester-long project–such as those required in WR 151, WR 152, or WR 153–is a challenging process. The strategies outlined below help students use AI tools to focus in on a question that is meaningful for them and appropriate for their project. Where necessary, feel free to replace the examples […]
Spotlight Archive 04: Generative AI (July 2023)
The public release of ChatGPT-3 in November 2022 opened a new chapter in the long history of writing and technology. We now live and teach in a world where generative AI tools are widely available, and it’s up to us to learn how to orient our students to this new environment and to develop approaches […]
Teaching Writing for Critical Language Awareness
The resources on this page, inspired by a critical language awareness (CLA) framework, teach students to examine language as a social practice and to reflect on the ideologies and power dynamics embedded within language use. Thank you to the Writing Program’s Curriculum Committee, who worked intensively on these resources in 2022-2024.
Teaching Writing with Generative AI
Over the past several years, our faculty have experimented with many different exercises and activities involving AI-assisted writing instruction. You’ll notice that almost all of the suggestions linked from this page end with a recommendation that you ask your students to reflect on, debrief, compare, evaluate, or discuss the AI-generated text—a step crucial to developing […]
Generative AI & Writing Assignment Design
The availability of generative AI requires writing instructors to be more deliberate about assignment design. Yet many principles we have always valued remain the same: Prompts should provide opportunities for students to use writing as a means to practice critical thinking and reflection; to engage deeply with texts, using sources to help them generate interesting […]
Teaching About AI-Mediated Writing
Whether we like it or not, generative artificial intelligence is shifting how people create and experience texts, obligating those of us who teach writing to also teach critical AI literacy. This page offers some basic information for writing instructors and some guidance on how to talk with students about generative AI. Large language models (LLMs), […]
Five Things Every College Student Should Know About AI-assisted Writing
Five Things Every College Student Should Know About AI-assisted Writing How is AI-generated text produced? Natural language generators like ChatGPT analyze patterns, language structures, and contextual information using complex algorithms and extensive datasets. Based on this information, they make predictions to generate human-like text based on the user’s input or prompts. What are the strengths […]
Writing Instruction in the Age of Generative AI
“Writing is thinking” asserts compositionist John Warner in a 2023 column on AI in Inside Higher Ed. “If text is produced without thinking, that’s not writing. That’s something else.” If you agree with Warner, it follows that the best way to respond to the rise of generative AI may be to continue or expand the […]
Syllabus Checklist
This checklist includes important reminders, deadlines, links, and tips for preparing your WR syllabus. Please review this checklist before submitting your draft syllabus to ensure that your syllabus aligns with the latest Writing Program requirements. Note that this checklist is for your use only and should NOT be submitted along with your syllabus. Consult the […]
Reflective Writing Activities
All WR courses should offer students regular and varied opportunities for reflection, including personal, metacognitive, and social/systemic reflections that instructors assign as in-class activities and/or for homework throughout the term. Each semester, WR students will choose three of these reflections for inclusion in their cumulative portfolios. Below you will find ideas and examples that can […]