Since the early 1970's writing instruction has made a steady turn from emphasizing the finished product to teaching the writing process. While this method does not necessarily slight the importance of a polished document as the end result of teaching, it does recognize that the writing process can be described and that we can intervene in the methods students bring to their writing to improve it. The same process philosophy has also been extended to teaching public speaking.
Most students benefit from instruction that helps them (1) understand and consider their own composing process; and (2) spend more time on the invention and revision stages of composition. Further, encouraging students work in stages and get help as they compose discourages plagiarism.
What exactly constitutes instruction in writing and speaking for W and C courses? Read How Do I Teach This Stuff?, republished from Writing Matters, for one point of view. If you are interested in graduate writing instruction, see Graduate-Level Writing.
With an emphasis on the composing process, this section covers methods of instruction for writing and speaking, including:
Critical Reading to Write
Models & Examples
It also covers some how-to-teach topics, specifically:
Critical Thinking and Situation Critical: Good Thinking Can Come from Better Writing (Writing Matters article, republished)
Dealing with Plagiarism
Introductions & Conclusions
Put Some English On It and Editing for Non-Native English Speakers: In Good Time (working with non-native speakers of English, republished from Writing Matters)
Keeping Student Research on Track,republished from Writing Matters
Style (forms of expression)
Media positions open for Fall 2017
Applications now being taken for grads & undergrads to work as consultants.
Events for grad students begin Feb. 6th
Writers invited to Tuesday events in Evans
Undergraduate writing program accepting applications until Oct. 30th