ABSTRACT
Writing is as ubiquitous as speaking and listening in higher education. Most institutions in higher education mandate that students complete writing courses as part of their general education requirements, so teachers generally presume that the instructors of these courses have taught their students how to write. Encourage students to engage with the topics contained in the course readings and writing assignments by making choices, taking positions, or viewing topics from different perspectives. Within an educational context, writing serves two purposes: instruction and communication, which teachers can understand as "writing-to-learn" and "writing- to-communicate." Writing-to-learn can serve as a formative assessment, including rough drafts that later receive a final, summative evaluation. Writing is always a creative process, even when it yields an informational text. Therefore, the most important instruction occurs through the same type of interaction common to other creative settings: one-on-one critique.
