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, […]
Driscoll et al. (2019). Genre knowledge and writing development: Results from the writing transfer project.
In a multi-institutional study of general education writing courses, Driscoll et al. find that genre awareness—the ability to connect writing conventions to audience and purpose—was the most consistent predictor of student growth across a semester (pp. 84–85). Improvement was measured by comparing pre- and post-semester papers using a rubric that evaluated attention to audience, use […]
Canagarajah, A. S. (2006). The place of world Englishes in composition: Pluralization continued.
Suresh Canagarajah encourages instructors to challenge linguistic hierarchies by outlining several ways to accommodate diverse varieties of English from across the globe into their classroom’s academic writing practices. So-called “native” varieties of English, which he calls Metropolitan Englishes (MEs) and that are typically spoken by communities that claimed ownership over English (i.e. England, The United […]
Setting Students up for Textual Analysis
Submitted by Jennifer Walsh Marr, Lecturer, Vantage College, Faculty of Applied Science, School of Engineering, UBC Vancouver. Material: Attribution and Use: This use case is licensed under CC BY-NC 4.0 Purpose This task is to ‘set students up for success’ for an IMRD research-writing course. It is purposefully introduced as a “thinking document” and directly […]