GUM: grammar, usage, and mechanics

I’ve been reading about grammar, usage, and mechanics today on the Writing Program Administrator listserv. Describing how and why we teach this sticky stuff takes up a lot of writing instructors’ time. What a perfect metaphor, right? Some days, we really step in it! Others, it’s a pleasing distraction or something to snap and pop about […]

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Audio Comments for Student Writing

I’m trying out a new tool for commenting on student writing: MS OneNote audio recording. I’ve used it to comment on a technical writing student’s instruction manual draft, and I’m waiting for her feedback. Will report back… TIPS: Make sure the room is quiet, fans are turned off, and you have a general idea of […]

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Graduate Writing Resources

I’ve been following this listserv thread with the Graduate Consortium Yahoo Group, and it is chock full of great resources for upper-level and graduate writers in the disciplines. One of the main kinds of resources that the original poster, Nigel Caplan, is seeking are collections of unpublished papers that students have successfully completed for Capstone, Master’s, or Doctoral projects. […]

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Argumentation Resources (including OK Voter Guide)

Here are some resources for understanding and teaching rhetoric; these will be immediately useful in Argumentation/Exposition and Writing for the Professions. Beyond that, understanding these concepts (at least generally) will benefit you as a student, scholar, and/or critical thinker.  The Arg./Expo. textbooks, Writing for the Prof. textbook, and Rules for Writers contain instruction about argumentation, but […]

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Grading and Written Feedback

This past Friday we discussed the best and worst feedback we’ve ever received on our writing–best meaning most helpful and/or most striking, formative compliments, and worst meaning least helpful and/or most striking, formative critiques. We noted that the least helpful comments offered no insight, no reasoning behind judgment, and/or no suggestions for revisions. Examples: a letter […]

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