Grad students applying for jobs — and their graduate programs — must know themselves, their expectations, and their audiences for the job market to work.

Requirements to submit work to Turnitin are built on a misunderstanding of “originality” in academia. Students must feel trusted & respected, not suspect.

Teaching the rhetorical gesture of hyperlinks, suggesting an intervention to develop students' skills using existing, familiar tools and technologies.

Many writing assignments expect all submitted work to be identical. I want my students’ work to be delicious, and I want to savor each morsel of what I see.

This semester, I’m going to work on letting go — letting my students solve the problems of class, rather than trying to direct every effort.

I’m trying to see what makes the first-year writing courses at my institution break, how far they bend before they do, and what gives way first.

In my Intro to Research classes, I wanted to find a way to make student work mean more than just a paper on a desk — I wanted them to try publishing.

The implications and consequences of technology demands are vitally important — yet nowhere to be found in our course outcomes.

Think of a writing classroom. What can we badge there? Can writing earn badges? How can we determine whether writing goals are met?

It's tough to help students understand what we mean by “research” — it needs to be actionable (specific) yet transferrable (general). Here’s one solution.