(This is the final post in a five-part series. You can see Part One here; Part Two here; Part Three here, and Part Four here.) The new question-of-the-week is: How do you get students to want to ...

“Ungrading” is one of those topics that inspires a lot of pushback when it comes up in faculty circles. Susan D. Blum, editor of a new book on the subject, says that’s because most administrators, ...

Writing for meaning and purpose requires more than syntactical and grammatical accuracy; pupils must be aware of their ...

John McPhee, a master of telling nonfiction stories, became a teacher by accident 43 years ago when Princeton University needed a last-minute replacement. He has steered the course ever since, each ...

Writing recently at The Washington Post, Jeffrey Selingo adds another example to the “Why can’t students write?” genre, a genre, on which I’ve weighed in a time or two myself.[1] The complaints about ...

The University Writing Program works with Drexel faculty and programs to develop writing assignments, learning experiences, and goals that enrich student outcomes. In addition, we administer the ...

The Hechinger Report covers one topic: education. Sign up for our newsletters to have stories delivered to your inbox. Consider becoming a member to support our nonprofit journalism. A writing ...

Like many creative-writing instructors, for most of my teaching career I’ve led classes based on the workshop model: a student brings in a draft, and we talk about how to make it better. When ...

In the New York Times obituary of Peter Elbow, the giant of composition studies, he is said to have “transformed freshman comp,” which he definitely did, but also, maybe not? Even as someone who has ...

Matthew Johnson is an English teacher from Ann Arbor, Mich., and the author of Flash Feedback: Responding to Student Writing Better and Faster – Without Burning Out (published by Corwin Press). His ...