Graduate students in the Berkeley Sociology Department publish a writing guide that they wish they had had when they were undergraduates.
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?
If an assignment is well crafted, it will not only discourage plagiarism, it will make it nearly impossible
As all instructors know, shaping a writing assignment to get what you want from students is not easy.
How do faculty use writing in upper division courses, and what instruction or guidance do they provide?