Summer Writing Institute

Faculty members learn how to help their students express themselves through writing

The ability to clearly express oneself through writing is a cornerstone of education, yet too many students fail to master this fundamental skill.

“When students don’t write well, they can’t effectively communicate what’s in their heads,” said Michael McCullough, a professor of psychology at the University of Miami. “Poor writing can undermine trust. That is, I’m less likely to trust in the ideas and analyses of someone who can’t commit his or her ideas to paper in a convincing and thoughtful way.”

To improve students’ writing abilities, the College of Arts and Sciences has established a Summer Writing Institute with an emphasis on faculty – the students’ teachers. Held for the first time last August, the institute is based on the premise that thinking and communicating are inseparable elements of the same process. The goal is to help faculty expand the number and quality of writing opportunities that students encounter in their courses.

“Writing opportunities for students must be increased in all disciplines,” said Gina Maranto, director of the English composition program at the University of Miami. “Students won’t turn into good writers with just one term paper and no feedback. They need practice and guidance throughout the semester, and their entire college career, in order to improve their writing.”

Funded with support from several sources – the University of Miami Citizens Board; the law firm of Squire, Sanders, and Dempsey; and Richard Brodsky, a partner in the firm and a former Citizens Board president – the institute is a five-day intensive course designed to give faculty the tools they need to incorporate more writing assignments into their own courses. The inaugural institute was taught by English composition lecturer Zachary Hickman and assessed by Karen Culver, associate director of the English composition program.

Topics covered in last summer’s institute included the use of journals, essays, and blogs, as well as various methods – such as peer-review techniques – for evaluating and providing feedback on student writing.

“The most important lessons I took away from the institute were the willingness to experiment and an eagerness to increase the teaching value of students’ writing assignments by having them engage in in-class critiques,” said McCullough, one of three faculty members who participated last summer. Traci Ardren, professor of anthropology, and Joshua Cohn, professor of physics, also participated.