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In upcoming episodes, I want to dive into how I taught inductive reasoning as a writing strategy. But for Episode 40, it's worth taking the time to reflect on how it became part of my repertoire in writing courses in the first place. In short, inductive reasoning can be used in the service of invention, and I first learned about it in the same way many writing teachers learn about writing strategies: from a textbook I was given shortly before I taught English 2010 for the first time at Utah State University in the spring semester of the year 2000. For this episode, I share (briefly) some of the source material that has informed my use of induction in the classroom. I like it because it can help students develop ideas, but it can also be used to parse research or other material they might encounter in their other classes or in their lives outside of school.

View Episode 40 on YouTube:

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Episode 39 of Teaching Writing in College reflects on the big picture when it comes to assessment. For the most part, we live in a system of education that emphasizes external motivation. Although we value things like the writing process, we often reward the end result, or the product with the larger portion of credit. That, of course, subverts any motivation to work on the small things--the day-to-day activities that actually lead to learning. In this episode, I reflect on a few different ways to set up assessments in writing classes to reward practice, not product.

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A recent article in the Chronicle of Higher Education focused on the frustration faculty have been experiencing for the last few years--since genAI became widely accessible a few years ago. For some, that frustration has become the impetus for early retirement. Although I understand and sometimes share that frustration, I also see plenty to look forward to for my students and me in the context of a writing classroom. A few things can help alleviate that frustration, including how we think about writing, what we decide to teach about writing, and how we understand learning. In this episode, I cover briefly how I understand writing, what faculty need, selecting concepts about writing that will help both faculty and students, and how it can play out in class. In this and the next few episodes, I'd like discuss how preparation in those areas has focused my own classroom practices directly on student learning. Along the way, I'll share examples of how that understanding can translate into classroom practice.

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As I reflect on my teaching from last year what I'd like to do this year, I'm launching a series that dissects several lesson plans I used on writing skill: inductive reasoning in cause and effect. The lesson plans led up to a passage students wrote with AI, and they incorporate a lot of teaching knowledge and skills I have historically relied on. But at the same time, of course, I've had to make new choices. This episode introduces my thinking behind the writing skill, while subsequent episodes in this series will be about the lesson plans themselves. Along the way, I'd like to evaluate what I did and consider how AI is changing the way I teach.

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For episode 36, I share a helpful acronym from Richard Fulkerson called the STAR criteria. STAR can prompt learners (or all of us) to ask: is my support sufficient, typical, accurate, and relevant? STAR can also be helpful for writing transfer. While I've used the STAR criteria to help students make decisions about support or evidence they might use in an essay, Substack, report or any other written assignment based on genre, I've also used it to help students make decisions about how they support reflection about their own writing in metacognitive assignments. To my mind, metacognitive reflection is a skill in its own right, and appropriate support can and should come from the student's own writing life. STAR can help students This episode walks through how I have used the STAR criteria recently, both for writing practice and for reflection.

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Questions about whether and how AI is used in writing and other communication seem to be an important part of the writer/audience relationship. In this episode, I walk through my effort to include transparency as a form of knowledge about writing. With transparency as a frame, this semester I have shared two strategies with my students that can help them be transparent in their use of AI.

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In episode 34, I consider another way of looking at my success with AI in the classroom: through assessment. To my mind, AI has imposed a great deal of guesswork into assessment of student writing: "Did my student write this, or was it written by AI?" Since AI is here to stay as part of just about anyone's writing ecosystem, it's important to focus on what really matters: "Is writing being written in a way that still helps it meet audience expectations?" I offer a brief overview of how I try to tackle that question, using the rhetorical concept of evidence as an example. Are my students using evidence in a way that seems to fit with a given genre? Using the term "evidence" with my students as a key term for knowledge about writing and having classroom activities about how evidence might vary depending on a given genre has set me up to make assessment a little bit easier, whether AI played a role in the writing or not.

Teaching Writing in College is available:

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In this episode, I share a short lesson plan I used to begin a conversation with students about AI on the first day of classes. I showed them an AI-generated ad that stirred some controversy, we had a brief discussion regarding students' judgments about the ethics of AI use, and then I also introduced some of my own. I hope you find this short(er) episode helpful!

In this long overdue episode, I'm excited to share my own recent classroom success. After coaching and encouragement on my part, notetaking on my students' part, and then asking students to pull their laptops out periodically for several drafting sessions for their rhetorical analysis papers, the result was very little AI use. On this episode, I'll talk through how I feel I know and how I went about it.


Teaching Writing in College is available:

YouTube (video): https://www.youtube.com/playlist?list=PLUWbbrcygqkZvxqdPCqhuzu0yyx5trJUw

Apple Podcasts: https://podcasts.apple.com/us/podcast/teaching-writing-in-college/id1667922309

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