These resources offer ways you might utilize Writing Studies’ best pedagogical practices to address some of the challenges posed by Generative AI/LLMs. This section offers time-tested approaches such as assignment scaffolding, process writing, and metacognitive reflection that can not only thwart the effectiveness of Generative AI/LLMs, 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.
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.
- 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.
- 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.
- Straub, Richard. The Practice of Response: Strategies for Commenting on Student Writing. Hampton Press, 2000.
- Yancey, Kathleen Blake. Reflection in the Writing Classroom. Utah State University Press, 1998.
- Preventing Plagiarism, UMass Amherst Faculty Senate
Generative 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
- AI in Teaching and Learning at UC Berkeley from the Berkley Center for Teaching and Learning.
- 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)
- Understanding Generative AI from Drexel University
- A Very Gentle Introduction to Large Language Models without the Hype by Mark Reidl