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.

The obsession w/ standardized, “objective” tests has created an unhealthy focus/reliance on grades. Can classes improve if we remove grading?

I propose giving FYC students authority of assessment, control of content, and freedom of product in their second-semester research classes. Crazy, right?

The academic crushes mentioned in the Femme Musings post each directly worked with the author to give her feedback, encouragement, and direction; each appeared to be aware of their intentional influence on her. By contrast, my intellectual idols work indirectly, unintentionally, and without their awareness. Instead of getting direction from my academic crushes, I get...