Twenty-fifth International Conference on Learning

Abstract

Writing teachers across disciplines at the college level often complain about student apathy and, even, dread toward writing-intensive courses. To address that apathy and fear, I will share a series of reading and writing assignments, which could be adapted for secondary school, that can intervene in unproductive student beliefs about and relationships to their research-based writings. In particular, I will talk about how teachers can co-create topics with their students and offer low-stakes, cumulative reading, writing, and research assignments to support students’ development as writers. These strategies not only intervene in students’ unproductive relationships to their writings, but help students to more closely approximate the researching and writing processes of scholars.