WID Instructor Resources

Writing instruction has changed drastically in the past fifty years, as the field of Rhetoric and Composition has established a body of scholarship and practice. Below are some links to explanations of the basic concepts of the field and their application.

Process Writing

The study of writing as a process helps students understand that writing is not a one-time event but a sequence of events that improve with various steps.  These steps include choosing a topic, narrowing the focus, writer workshops, peer editing, and revision, to name only a few.  Please more information and an expanded definition, see the link "Process Writing" above.   

For further reading:

Revision (Provocative Revision--Toby Fulwiler)

Reflective Writing

Reflective writing is the process through which students reflect on their own pieces or writing so that they can, among other things, can learn about their own process, the weaknesses and strengths of their own writing, and self-edit.  For more in-depth information, please see the "Reflective Writing" link above. 

Reflective Writing Resources:    

Reflective Writing Questions and Rubric

Reflection Strategies

Portfolios are a collection of student writing, in print or in digital form, that show writing development over an academic semester or, when combined, an academic career.  Popularized in the 1980s, portfolios have become the standard form of assessment in composition classrooms in US colleges and universities.   

Portfolio Resources:

Portfolio Workshop (Nedra Reynolds Powerpoint, 8/19/2011)

Portfolio Handout

Portfolio Strategies

Assignment creation in any class can be a weighty task, especially if composition is not your home discipline.  Below are a few videos, created by Auburn University's Margaret Marshall and the Office of University Writing, to help you easily incorporate composition pedagogy into your home discipline content.  

Assignment Resources:

Designing Engaging Writing Assignments: Why?

Designing Engaging Writing Assignments: How?

Designing Engaing Writing Assignments: Writing To Learn

Click here for more videos and other resources from Auburn.

 Low Stakes Writing

Writing to learn activitives help students become self-reflective about their own writing processes in addition to the content knowledge traditionally associated with writing assignments.  Low-stakes writing to learn assignments ask students to informally respond self-reflectivly to the assignment and allow them to experiment with their own process as, traditionally, instructors do not put a high grade value on these more informal tasks.  

Low-Stakes Writing Resources:

Writing to Learn/Low-Stakes Assignments

Sample Assignments for WID

Collaborative Writing/Group Work


 High-Stakes Writing

Much like low-stakes writing, writing to learn asks students to be self-reflective about their own writing process, metacognitive in their practices, and, in high-stakes writing, adknowledge the high stakes of multi-faceted writing assignments.  These tasks generally have a multi-step process and may build on low-stakes writing assignments.  Traditionally, these high-stakes assignments are given a healvier weight in class assessment.  

High Stakes Assignments:

Rhetorical Analysis

From us, to you.  Here are a few techniques that writing instructors find helpful for managing the paperload while still giving meaningful feedback and how to deal with mechanical error without investing in a red pen.  


Handling the Paper Load and Grading Papers

Dealing with Error

Vertical Writing Model


Please click here for more classroom resources.

Contact Us

For information about the Writing Across the Curriculum Program please contact Director Georgia Rhoades at (828) 262-2075 or e-mail at rhoadesgd@appstate.edu

Writing Across the Curriculum Program
Appalachian State University
253 Anne Belk Hall
ASU Box 32033
Boone, NC 28608-2033

(828) 262-2075 (office)
(828) 262-2032 (fax)

For more information about WAC

Vertical Writing Model

WAC Film

Community College Support

Web Resources

QEP Global Learning