Changing our curriculum to include more-visible student writing presents pedagogical challenges of scale and continuity. Here's how it could work.

Tracking and visualizing daily writing volume helped me stay motivated through DigiWriMo. I found that setting goals helped less than seeing those goals.

Understanding threshold concepts can better prepare us to teach students, especially in introductory or entry-level courses. Here's how it works.

By paying attention to our interactions with technology, we bring awareness to our process and our thinking. Ubiquitous technology makes this an imperative.

Word counts help in very specific — notably limited — ways. How we use them in classes should be beneficial, not punitive. What makes the difference?

Why did I sign up to participate in NaNoWriMo? To help prep for my comp exams. Here are 3 ways it'll help and 4 tools I'll use to meet the 50k-word goal.

If we can’t continue teaching when the power fails, we’re doing it wrong. If our teaching has to fundamentally change when our classes get plugged in, we’ve been doing it wrong.

Students believe our expectations of their writing have not changed since they were in elementary school. Assessment created, and can repair, this problem.

We owe our students the respect, credibility, and feedback that comes with proper assessment. That often looks different in a writing classroom.

The student/teacher dynamic in computer-enhanced classes should be "everted," turning traditional power hierarchies and content relations inside-out.