This article describes the results of a survey of community college instructors who were asked about the writing they assign in non-English courses. The 171 respondents, representing 140 colleges, identified the kinds of writing they assign and the challenges that come with assigning writing. These challenges included finding time to grade…

As writing teachers at the community college level, we have a unique opportunity to teach writing that is infused with passion, but we must begin by first reconnecting with those writers who we read and admired as students and recall why we became community college composition teachers in the first place. We must remember that we write to make…

Metacognition emphasizes an awareness and understanding of one's thoughts and cognitive processes, along with management of cognition through multiple strategies, including organizing, monitoring, and adapting. Before students can truly become effective writers, they must develop an appreciation for the amount of planning, organization, and…

We, as community college English teachers, have the opportunity to empower students who have been subjected to years of top-down, teacher-directed education. We have the obligation to make them critical thinkers, improving their chances of being thoughtful and successful adults. It all begins with the way we teach writing and the respect we have…

This study examines how seventeen writing intensive instructors at a Midwestern, public university used writing as a mode of learning about complex, sensitive, and challenging issues across the disciplines. For their students, the pen effectively became a bridge to the development of critical thinking skills, greater self-awareness, and a deeper…

Reflection is a necessary component of learning. Through reflective assignments and tasks, students are given opportunities to evaluate their learning and analyze strategies they use while acquiring and applying course material. Reflections also help students assess and think deeply about the information presented in class and thus better retain…

This article seeks to theorize the pedagogical work disabled instructors navigate to create accessible writing classrooms. Through retroactive analysis, I introduce the concept of Access Negotiation Moments (ANMs) as limited, low-stakes contexts where disabled instructors define the limits of their own access needs. Ultimately, I theorize a…

Teachers' instructional practices surrounding written assignments have been little researched, despite writing remaining the primary means of assessment in higher education, including postgraduate professional development programmes. In this paper, we report a study that explored what a sample of lecturers in a Master of Education programme at an…

As WPAs at a research institution without a WAC program, we embarked on this project to learn about the types of writing prompts faculty across the disciplines assign and their expectations for student writing. Although our first-year composition program is genre-based and focuses on teaching for transfer, we did not know what genres other faculty…

This paper examines the English grammatical errors and their patterns in the written assignments of a General Education course at City University of Hong Kong. Subjects are 60 local and non-local (exchange) undergraduate students who are all L2 learners with diversified education and disciplinary background (i. e. their major of study) which are…

A central objective of many writing courses is to prepare students to effectively communicate in their personal, professional, and public lives, but writing instruction can seem disconnected from contemporary societal practices that constitute civil public discourse. This project aims to explore the connections between instructors' perceptions and…

Technology is changing traditional views of language teaching and learning, with generational and cultural differences influencing the ways that we interact with it. This paper describes an action research project undertaken at a university in Japan to understand how students use the Internet to prepare written assignments in L2, and the students'…

As recent scholarship emphasizes the value of social learning, this article describes a course redesign that sought to encourage such social learning. This multi-year course redesign includes altering a daily writing assignment to make it more specific and to make it a contribution to the learning of a study group. Data was collected and evaluated…

When writing an assignment, most students start by searching for information online, which they integrate in their writing and conclude by producing a bibliography for the sources used. They use their informational, writing and referencing skills to do this as well as refer to their plagiarism knowledge to make sure their text is exempt from…

Students who receive instruction in discipline-specific communication perform better in introductory and upper-level STEM courses. In this study, researchers investigate how writing center intervention can aid STEM faculty in revising assignment rubrics and conveying to students the discourse conventions and expectations for writing tasks. The…