How can we help students, both at the undergraduate and graduate level, understand how to create appropriate visuals to include in their documents? In this episode, I talk about research I've done with Chemical Engineering professors and with writing studies colleagues on the role of visuals in texts.

In this episode we consider the concept of genre, as writing studies researchers have framed it, to think about the kinds of writing we assign to students and that we encounter at work. What does genre add to our understanding of what needs to be written that purpose and audience do not already tell us?

In this episode I focus on purpose, both in academic and in professional writing contexts. The four main purposes for writing are to inform, to persuade, to deliberate, and to reflect. As instructors, we need to orient students to the purpose for their writing.

This episode examines purposes for documents, and, in fact, other communication situations. What is the purpose of a document? Referential, expressive, and persuasive are three of the main purposes that documents serve. When we communicate with students, we need to be clear about the purpose their documents serve.

Requiring students to write for different audiences is crucial for their development. In this podcast I review how audience is one of the three key characteristics of what Lloyd Bitzer termed "rhetorical situations."

I taught my first writing class 38 years ago. What advice would I have given myself then based on what I know now? In this episode, I begin to explore that idea, examining audience, peer response, and grading rubrics as some of the first things that come to mind.

In this episode, Roger Graves and Theresa Hyland talk about their 2017 edited volume, Writing Assignments Across University Disciplines, and the implications that research has for instructors, students, and university administrators.

How can we assess the writing of our students in ways that are valid, reliable, and fair? In this 30 minute conversation with Dr. David Slomp, Associate Professor of Education at the University of Lethbridge and co-editor in chief of the journal, Assessing Writing, you'll find out how to create assessments that satisfy all three of these criteria.

Writing academic articles well and quickly determines how successful you will be as an academic. This episode discusses three key features of articles: introductions, citations, and visuals.

In this episode I discuss some ideas that writing instructors--and any instructor who teaches their students to write better--might include in their teaching philosophy statements. Topics include positions on grammar and language accuracy; grading criteria; and feedback on writing.