1) Writing with Authority

Preamble: Strong grammar and convention usage has been linked to the level of knowledge and confidence a writer is in the topic itself. If a writer is struggling to understand the complex nature of the topic they are writing about, that will show through in their writing. If, however, a writer has a strong grasp of a given idea or topic, then their writing will be stronger on all fronts. This is important because faculty often read student writing in the context of students grappling with complex material. Allowing students to write freely on a given topic (even related to the class, such as having them write about their favorite car in a mechanical engineering course) cultivates confidence and a safe atmosphere for talking about writing. As such, this prompt: (a) builds confidence in students, (b) allows faculty to assess actual levels of lower-order writing skills, and (c) affords the class an opportunity to openly and safely discuss writing outside of any anxieties about grasp of course material.

Take 5 minutes to think about three things about which you are an authority (defined as knowing more than the common person). It could be anything: the cello, a TV show, a book, a singer, a technology–anything. Share with the class.

Take 10-15 minutes and write paragraph describing some element of your thing to an educated individual who knows little about the thing about which you are an authority. Be specific.

Discuss with a partner your experience in writing the paragraph. How did you know where to begin? What details did you include? Why? Then, discuss as a class to identify certain patterns used by students.

Share your paragraph and reflections with an instructor.

2) Multimodal Drafts

Allow students the opportunity to turn in a first draft that is not written. Perhaps an oral meeting or a drawing or concept map of their work could serve as the first iteration of their writing. That way you can address conceptual issues before the writing even begins.

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