After comprehensively editing the hundreds of college compositions and articles that come across my desk each semester—and having waded through tens of thousands of essays and papers from students I ...

One of the key learning outcomes of university education in general, and liberal arts programmes, in particular, is that students acquire proficiency in writing across genres and disciplines. Further, ...

Matthew Johnson is an English teacher from Ann Arbor, Mich., and the author of Flash Feedback: Responding to Student Writing Better and Faster – Without Burning Out (published by Corwin Press). His ...

The following resources have been created to assist you with research-based course and assignment design, giving useful feedback, designing meaningful assessment practices, and integrating ...

Artificial intelligence systems that generate sustained conversations in response to user input ("generative AI") have captured headlines recently. Such composing tools offer challenges and ...

This third entry in an occasional series from Roy Peter Clark, who witnessed the Poynter Institute’s founding, explores its history in honor of its 50th anniversary. It would be hard to estimate how ...

As artificial intelligence becomes increasingly capable of generating polished, grammatically correct text that meets academic standards, educators face a critical challenge: How can we teach students ...

John McPhee, a master of telling nonfiction stories, became a teacher by accident 43 years ago when Princeton University needed a last-minute replacement. He has steered the course ever since, each ...

Of all the skills I teach my high school students, I’ve always thought writing was the most important — essential to their future academic success, useful in any profession. I’m no longer so sure.

This page was guest-written by Phil Shaw, Senior Lecturer, University Writing Program, and CTL Faculty Fellow for Student Success in Gateway Courses. Our understanding and use of Generative AI ...