Saying "yes" helps students find their voice as writers.
Graduate students in the Berkeley Sociology Department publish a writing guide that they wish they had had when they were undergraduates.
When faculty members sit down and discuss problems in teaching, one of the biggest headaches seems to be how to stimulate discussion in classes and seminars.
How do we transform leaden argument into golden insight?
What comes to mind when you hear the phrase "responding to writing"?
How can an instructor respond to student writing in a way that gets students excited about revision, or about the possibilities for their next paper, instead of provoking in them the gloomy thought that they can’t write, never could write, and never will be able to write?