Students should learn the functions of language, the interconnectedness of ideas, and the nature of technology as a tool — all with only a word processor.

Schools must clarify the types of course delivery, differences between humanities and sciences, and the balance between scheduling and independence.

Two casual questions from colleagues struck me as deceptively simple and unexpectedly engaging. My answers also connected in ways I did not expect.

Here’s how rhet/comp faculty at UCF solved the puzzle of arranging a writing-about-writing curriculum in ways that make sense to students and instructors.

The networked approaches to teaching & learning essential in Massive Open Online Courses (MOOCs) can benefit small, in-person composition classes, as well.

Students enter college with an intellectual-capital deficit that FYC courses can help correct, teaching students to construct their own knowledge.

Find some ideas for engaging small groups in discussions during class. These simple strategies empower independent thinking and student conversations.

Because grading & returning essays, more than anything else in my classes, reinforces the traditional authoritative hierarchy, I want to break that cycle.

How do we overcome the age-old “why do we have to learn/do this” classroom objection? By turning our classes outward, becoming all border.

As feedback providers, we must see work & goals through students’ eyes & help them create their best work. Grades can come later.