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Inclusive Teaching of Writing

Positionality and Reflexivity Activities
Submitted by Dr. Laila Ferreira, Assistant Professor of Teaching, School of Journalism, Writing, and Media, Faculty of Arts, UBC Vancouver. Materials: Attribution and Use: This use case is licensed under CC BY-NC 4.0 Context The Positionality and Reflexivity activities are part of a scaffolded approach to positionality in a required first-year scholarly writing and research course (WRDS 150). Throughout the term students would have engaged […]
Kubota, R. (2022). Decolonizing second language writing: Possibilities and challenges.
Ryuko Kubota addresses the decolonization of second language writing by critiquing the dominance of White Eurocentric linguistic norms in academic writing, instead advocating for multilingualism, translingualism, and Indigenous methodologies. She argues that traditional writing–academic writing, instruction, and publishing–reinforce “the hegemony of White Eurocentric norms that dictate what inquiry topics, theories, or research methodologies are more legitimate […]
Unwritten Rules List
Submitted by Lillian Ghorbani, Undergraduate Academic Assistant, Department of Political Science, Faculty of Arts, UBC Vancouver. Attribution and Use: This use case is licensed under CC BY-NC 4.0 Purpose This short activity helps students identify the “unwritten rules” they’ve absorbed in academic writing—expectations that often go unstated but deeply shape how students write. It supports inclusive writing pedagogy by promoting transparency and critical engagement, […]
Self-Location Reflection
Submitted by Lillian Ghorbani, Undergraduate Academic Assistant, Department of Political Science, Faculty of Arts, UBC Vancouver. Materials: Attribution and Use: This use case is licensed under CC BY-NC 4.0 Purpose Emphasizes who we are and how our lived experiences, values, identities, and social contexts shape how we interpret, contribute to, and engage with academic work. This reflective practice recognizes students as knowledge holders and […]
Mind Map Assignment
Submitted by Lillian Ghorbani, Undergraduate Academic Assistant, Department of Political Science, Faculty of Arts, UBC Vancouver. Materials: Attribution and Use: This use case is licensed under CC BY-NC 4.0 Purpose This activity helps students visually organize and connect ideas, reinforcing their understanding of key concepts (or learning principles). It supports diverse learners by offering an alternative way to process and represent information. Mind maps […]

Welcome to the Inclusive Teaching of Writing website

A resource hub for instructors interested in supporting student writing through inclusive and accessible writing instruction.

If you don’t know where to start or you are ready to strengthen and diversify your current approach, this website is for you.

How to use the website

The website includes ten characteristics of inclusive writing instruction, Use Cases that can be adapted to various contexts, and resources such as an Annotated Bibliography to provide further learning.

To better orient yourself to the website and the ten characteristics, visit Getting Started. To learn more about the project’s history and team, including subject positions and the significance of plants, visit About.

Navigating the 10 characteristics

The ten characteristics of inclusive writing instruction have guided this project’s development of resources, activities, and community insights. Grounded in student and faculty experiences, they foster equity, accessibility, and compassion in writing and teaching.

We suggest beginning your journey with Indigenous Ways of Knowing, Compassion, and Critical Engagement in order to ground yourself in place, foster care in your teaching practice, and reflect critically on shared assumptions about writing and students.

10 characteristics of inclusive writing instruction

Indigenous Ways of Knowing & Decolonization

Multiplicity & Diversity

Ethics & Power

Accessibility

Compassion

Critical Engagement

Authenticity

Belonging

Transparency

Agency & Voice

We gratefully acknowledge the financial support for this project provided by UBC Vancouver students via the Teaching and Learning Enhancement Fund.