- DSP Instructor Resources
- Fellows Seminar
- M-Write Seminar for Engaged Learning
- Outreach, Consultations and Workshops
- Support for FYWR/ULWR Courses
- Sweetland Library
- Teaching Resources
- Assigning and Managing Collaborative Writing Projects
- Cultivating Reflection and Metacognition
- Giving Feedback on Student Writing
- Integrating Low-Stakes Writing Into Large Classes
- Motivating Students to Read and Write in All Disciplines
- Providing Feedback and Grades to Second Language Students
- Sequencing and Scaffolding Assignments
- Supporting Multimodal Literacy
- Teaching Argumentation
- Teaching Citation and Documentation Norms
- Teaching Multimodal Composition
- Teaching Project-based Assignments
- Teaching with ePortfolios
- Using Blogs in the Classroom
- Using Peer Review to Improve Student Writing
- Writing Prizes - Nominate Students
Assigning and Managing Collaborative Writing Projects
Setting guidelines for the collaborative process and offering clear expectations for what the final paper should look like cannot only help students get as much as possible out of the assignment, but also make your life easier when it comes time to grade.
Beyond Plagiarism: Best Practices for the Responsible Use of Sources (website)
Beyond Plagiarism is made up a series of lessons that focuses on strategies for finding, citing, analyzing, and quoting source material responsibly. Includes suggestions on how to use this site, strategies for designing courses and assignments to prevent plagiarism and for dealing with suspected academic integrity issues, and links to scholarly resources that inform this site’s approach to source use.
Cultivating Reflection and Metacognition
Teach your students to practice reflection in a variety of ways to facilitate more effective and fulfilling metacognition, thinking about one's thinking in order to grow.
Giving Feedback on Student Writing
This guide offers an overview of some widely shared ideas about giving good feedback, followed by descriptions of a variety of strategies for putting those ideas into practice.
Guide to Teaching First-Year Writing Requirement Courses (website)
This guide is designed to communicate both practical strategies, and the ideas behind them, as you prepare to teach your FYWR course.
Integrating Low-Stakes Writing Into Large Classes
This resource addresses such concerns and provides guidelines and methods for incorporating low-stakes writing into your class without being overwhelmed with work.
Motivating Students to Read and Write in All Disciplines
This guide describes general considerations that highlight the importance of motivating students to read and write, and it offers strategies that you can use in your courses to integrate reading and writing in all disciplines.
Providing Feedback and Grades to Second Language Students
This tip sheet and the accompanying supplements will help you determine when, how, and why to adjust your feedback and grading strategies for second language learners.
Revising: The Student's Perspective (website) addresses the most frequently asked questions about the revision process. Through videos and accompanying text, see the process of revision in all of its challenge, excitement, frustration, and satisfaction through the eyes of U-M undergrads.
Sequencing and Scaffolding Assignments
Whether you’re teaching a course flagged as writing intensive, or a content-heavy course with minimal writing, you can effectively incorporate writing tasks to enhance student learning.
Supporting Multimodal Literacy
Whether you're assigning an analysis of an advertisement, a film, a photograph from the news, scientific visual data, or other multimodal forms, this resource offers specific ways to support students' critical thinking about multimodal texts.
In this resource you will find information about the ways argument is typically used in academia, the most common types of claims arguments make, and strategies for teaching argument, approaching it from various angles appropriate across disciplines.
Teaching Citation and Documentation Norms
This guide covers avoiding plagiarism and producing in-text citations and reference lists; and, discussing citation norms to help students become aware of how those norms function rhetorically within your scholarly community.
Teaching Multimodal Composition
More and more, instructors recognize that multimodal composition assignments can offer students valuable learning opportunities, especially when it comes to building rhetorical skills. This resource offers guidance and addresses challenges that may be unfamiliar to many instructors teaching multimodal composition.
Teaching Project-based Assignments
Best practices and strategies to achieve a successful Project-based Learning (PBL) experience that is both academically rigorous and personalized.
Teaching with ePortfolios
In this resource you will find strategies for their use at the unit-level, course- or program-level, developing writer level, and further readings if you want to learn more.
Teaching Writing in the Disciplines (Writing 993 course website)
WRITING 993 is a theory and practice course for Graduate Student Research Assistants serving as instructors and graders of undergraduate courses that fulfill the Upper-Level Writing Requirement at U-M. Topics cover grading and responding to student writing, addressing linguistic diversity in student writing, dealing with issues of academic honesty, and guiding students through the writing process, from topic generation to revision.
Using Blogs in the Classroom
Blogging can improve students’ writing skills and build their confidence as writers. This guide describes strategies for using blogs as a writing tool in the classroom.
Using Peer Review to Improve Student Writing
This guide first describes general considerations that can help improve the quality of the feedback students offer one another before describing several strategies for managing peer review.