Teaching with Writing

What are the foundations of teaching with writing? This page offers some information about foundational practices for teaching with writing and provides suggestions for further reading.

Please, check back frequently as this site is currently in development.

Foundations of Teaching (with) Writing

• Assignment Design
  • Designing Effective Writing Assignments
  • Reverse Course Design
  • Teaching Writing as a Process
  • Assignment Design
  • Integrating Writing
• Low-stakes Writing
  • Writing-to-Learn: Using Writing to Support Learning
  • Low-Stakes Writing
• Research Writing
  • Alternatives to the Research Paper
  • Re-envisioning the Annotated Bibliography Assignment
• Supporting Developing Writers
  • Helping Students Revise
  • Designing Peer Review
  • Peer Review Across Disciplines
  • How to Help Students Give Effective Peer Response
  • Multilingual Writers
    • Working with Multilingual Writers
    • Reading, Writing, and Feedback
• Providing Effective and Efficient Feedback
  • Giving Effective Feedback
  • Return on Investment: Four Strategies for Commenting
  • Managing the Paper Load
  • Dealing With Student Error
  • Commenting Strategies
  • Providing Feedback to Foster Students’ Transfer of Knowledge
  • Using Macros to Comment on Student Papers
• Supporting the Transfer of Student Writing Knowledge
  • Supporting the Transfer of Writing Knowledge
  • Helping Students Become Rhetorically Aware Writers
  • Questions to Guide Students in Reflecting on Their Own Writing
  • 20 Questions about Writing Assignments
• Teaching Writing Online
  • Foundations of Teaching Writing Online
  • Resources for Teaching Writing Online

Videos about Teaching Activities

• Read Around Groups
• The One Minute Paper
• The Sticky Note Exercise
• Reverse Course Design
• Commenting Strategies

Supporting Multilingual Writers

• Video Series
  • Part 1
  • Part 2
  • Part 3
• Resources from the Stearns Center

Class Activities

The following documents and images are samples of ways to integrate writing into course content across the disciplines.  These activities can be short, 10-minute discussions, or they can be expanded into full, class-length exercises.  Text in the gray boxes is meant to support how the exercise works.

• Activity 1
• Activity 2
• Activity 3

Campus Resources

• George Mason Review (A publication for undergraduate researchers)
• The George Mason Writing Center
• Mason Libraries’ Student Tutorial on Research