These resources offer ways you might utilize Writing Studies’ best pedagogical practices to address some of the challenges posed by ChatGPT. This section offers time-tested approaches such as assignment scaffolding, process writing, and metacognitive reflection that can not only thwart the effectiveness of ChatGPT, but also engage your students in meaningful writing practices.
The UMass Writing Program is process-based, so students who have taken Englwrit 111 and/or 112 will have experience planning, drafting, revising, and participating in peer review and critical self-reflection. Whether you are an instructor who teaches in the Writing Program, who teaches a Junior Year Writing course, or if you use writing in any of your courses, you can build on these experiences using the strategies offered in this section.
General Writing Pedagogy
- Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom, 3rd Edition
This book is a hands-on, practical guide for all teachers of writing. It was designed for instructors and offers multiple ways to design writing assignments, to create writing-based activities, and to respond to writing. - The WAC Clearinghouse is an open-access, educational website focused on communication across the disciplines. For practical, writing-related resources, see these sections: Teaching Resources and Writing Resources
- Bahls, Patrick. Student Writing in the Quantitative Disciplines: A Guide for College Faculty. First edition., Jossey-Bass, 2012. EBSCOhost.
This book is designed for faculty who teach math to undergraduates. It serves as a guide to the ways writing pedagogy can enhance the teaching of mathematics. It focused on specific writing-to-learn and Writing in the Discipline strategies.
Specific Writing Practices
- Leask, Rita, et al. “Scaffolding for Independence: Writing-as-Problem-Solving Pedagogy.” English Journal, vol. 108, no. 2, Nov. 2018, pp. 84–94. EBSCOhost.
- Goldschmidt, Mary. “Teaching Writing in the Disciplines: Student Perspectives on Learning Genre.” Teaching & Learning Inquiry: The ISSOTL Journal, vol. 2, no. 2, 2014, pp. 25–40. JSTOR. Accessed 19 Mar. 2023.
- Oleksiak, Timothy. “Slow Peer Review in the Writing Classroom.” Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, vol. 21, no. 2, Apr. 2021, pp. 369–83. EBSCOhost.
- Straub, Richard. The Practice of Response: Strategies for Commenting on Student Writing. Hampton Press, 2000. EBSCOhost.
- Yancey, Kathleen Blake. Reflection in the Writing Classroom. Utah State University Press, 1998. EBSCOhost.
- Preventing Plagiarism, UMass Amherst Faculty Senate
AI-Focused Resources
- AI Text Generators and Teaching Writing: Starting Points for Inquiry from the WAC Clearinghouse
- Practical Responses to Chat GPT and Other Generative AI from Montclair State University
- Understanding AI Writing Tools and their Uses for Teaching and Learning at UC Berkeley from the Berkley Center for Teaching and Learning. See the sections “Opportunities and Threats of Using ChatGPT for Teaching and Learning,” “Teaching Recommendations,” and “Suggested Writing Prompts and Activities”
- Teaching and Writing in the Age of Artificial Intelligence from the University of Vermont, Center for Teaching and Learning, Writing in the Disciplines Resources
- ChatGPT and the Future of Writing Instruction webinar from the WRITE Center and the National Writing Project (This is a recorded webinar that runs for 1 hour, 27 minutes, and 46 seconds)