Embracing Writing Ways to Teach Reluctant Writers in Any College Course

Embracing Writing responds to the writing-across-the-curriculum movement in a way that enables educators to integrate writing into their courses not just painlessly, but productively, instead of simply increasing their workloads with writing assignments that students dislike. Embracing Writing elucidates the principles of academic writing and shows instructors how to integrate writing with course content, blending them to enhance and deepen the higher education learning process.

Scholarly writing is a central part of the academic experience and, when used effectively, can be an outstanding pedagogical tool. The creative approach in Embracing Writing will have you looking at writing in a whole new way. Not only will your students appreciate the honest, nurturing, and fun writing assignments, but your own writing will improve as well. This is not a rulebook for writers, but a guided approach to viewing writing and content as one indivisible whole. Embracing Writing will help you:

• Engage students in writing assignments that actually help them develop their writing ability
• Understand what makes good collegiate writing and how it can aid in content discovery
• Discover new pathways for your own writing so writing for publication and the classroom is enjoyable again
• Develop a writing pedagogy that doesn’t detract from core course content delivery

There often is a disconnect between administrative demands for in-course writing and the inadequate training resources available to faculty members. Because most of us aren’t trained as writers, we need a meaningful way to connect writing to our areas of expertise. Embracing Writing provides that connection.

GARY R. HAFER is the John P. Graham Teaching Professor at Lycoming College in Williamsport, Pennsylvania, where he teaches writing to students from all disciplines. He also serves on the Writing-Across-the-Curriculum Committee for the college. Hafer’s articles and essays on writing instruction have appeared in The Journal of Developmental Education, The Teaching Professor, College English, and Computers and Composition.

Foreword vii

Preface xi

Acknowledgments xix

About the Author xxi

1. Write from the Beginning 1

2. Plan with the Syllabus 21

3. Open That First Class with Writing 45

4. Daily Writing: Practice Before Polish 65

5. Make Long Assignments Manageable for Everyone 81

6. Prepare for Rewriting 105

7. Offer Feedback for Classwork 133

8. Giving Feedback During Short Conferences 157

9. The Finals: Portfolio and Conference 183

10. Offer But Two Cheers for Grading Writing 205

References 229

Appendix 235

Index 289

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