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Students need multiple instructional supports

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Encourage utilization of support services

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Encourage utilization of support services

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I inform students about the support services available to them and encourage them to take advantage of those services, often offering extra credit if they show proof of having attended a tutoring session at the Writing and Literacy Centers or the Online Writing Lab or having worked with a librarian for a Research Assistance Program session. If a student inquires about disability services, I direct them to that office and encourage them to get the ball rolling on accommodations, if necessary. Finally, I make myself available to students in a variety of modalities: in person, via text, phone, or e-mail, and via Teams. Students know they can get a quick response from me if they reach out during the week.

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Providing and sticking to course calendars can help

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Whether I am teaching face-to-face or online, I post a course calendar on Brightspace and attach due dates to all assignments. Each module page also has a calendar at the top, and I have multiple due dates for each part of a module. Between the Brightspace calendar tool, a PDF of the semester calendar, and the module calendars, students see the due dates repeated again and again throughout the class. They have the option to print out and post a physical copy of the calendar or input due dates into their Outlook or other calendar app. When I am teaching on campus, I also write upcoming due dates on the board at the start of class. This can help students who have trouble remembering and meeting deadlines.

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Connecting to the page in a visceral way can help jump-start idea generation

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In face-to-face classes, I will often provide students with a composition notebook and an inexpensive fountain pen. I ask students to keep a dedicated journal for my class using the notebook, and I teach them to write with the fountain pen. I find that fountain pens help students connect to the physical act of writing. I allow ten uninterrupted minutes for students to write, either in response to a prompt chosen for that day or on their own topics, if they prefer. This mindful practice helps to bring them to the present and rid themselves of any pressing thoughts or concerns as they "park" them on the page.

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Students are more engaged when they have agency

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I try to honor student agency in my classes whenever possible. One of the ways I do this is that I allow students the freedom to choose their research topic for the semester and pursue that topic in whatever way makes the most sense to them. I encourage them to follow their passions and research questions that are of real importance to them. I also build in flexibility with due dates and allow students to revise and resubmit work multiple times. "Try again" is my mantra.

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Writing doesn't have to be an overwhelming chore

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I provide students with outlines on assignment sheets that break the assignments into manageable sections, giving students an overview of what each section should contain and approximately how long each section should be. I emphasize that the lengths are not set in stone and are merely meant as guidelines. The content of the section is more important than the length. I find this helps sets students' minds at ease about whether or not they are doing enough, and it gives them a marker for when a section of a writing assignment is done.