The Institute for Teaching with Writing

Interested in infusing more writing into your courses? Contact us at for one-on-one consultations or sign up here to be added to our email list to be notified about upcoming events and workshops. And check out the latest issue of Writing Across Campus, our biannual newsletter featuring faculty who teach with writing.


ITWWBest Feedback Practices
Instructor, Peer and Student Commenting and Assessment.

Tuesday, January 10th and Thursday, January 12th
10:00 am to 12:00 pm by ZOOM


This series of two workshops will focus on best feedback and commenting practices to help students improve their writing and their learning. Faculty from different fields will lead presentations and discussions on the following topics: commenting on intermediate and final stages of writing projects; teaching commenting and feedback skills to TAs; designing effective peer review sessions; and developing and implementing criteria for student self-assessment of writing. Vickie Molloy from the Office of Teaching, Learning and Technology will introduce participants to two online peer-feedback programs, Peer Review and Peerceptiv.


Past Events

The Fall 2022 Institute for Teaching with Writing took place on Thursday, August 11th and Friday, August 12th. 


  • Core Concepts in Teaching with Writing: Using Writing to Learn and the Writing Process
    Carol Severino, Professor of Rhetoric and Writing Center Director
  • Revising an Undergraduate Writing Assignment Using a Transparency Framework
    Kristi Hendrickson, Assistant Professor, Department of Communication Sciences and Disorders
  • Reading Writing Connections: Helping Students Enter Writing Conversations
    Mary Trachsel, Associate Professor, Department of Rhetoric
  • Application and Reflection through Writing in Introduction to Social Psychology,
    Kelly Danaher, Lecturer, Department of Psychology and Brain Sciences.
  • Multimodal Assignments and Activities 
    Anne Sand, Lecturer, Department of Rhetoric
  • Efficient and Effective Feedback Practices
    Tamar Bernfeld, PhD candidate in Literacy, Culture, and Language Education, College of Education. 


The 2022 Winter Institute for Teaching with Writing took place on Zoom on Tuesday, January 4th and Thursday, January 6th, 2022. The first session focused on creating meaningful writing assignments and scaffolding students through the writing process. The second workshop provided tips and strategies for responding to student writing effectively and efficiently. Twenty nine faculty attended from disciplines and colleges across the UI campus

Co-sponsored by the Writing Center, the Department of Rhetoric, the Obermann Center and the Center for Teaching.


The Fall 2021 Institute for Teaching with Writing.

This series of two virtual, interactive workshops took place from 2-5 pm on Friday, October 1st and Friday, October 8th. The first session focused on designing meaningful assignments, scaffolding them with informal writing-to-learn activities, and expanding meaning-making potential by incorporating multimodal elements. The October 8th session focused on responding to and evaluating students' formal, informal, and multimodal writing as effectively and efficiently as possible. Participants also shareed and discussed an assignment they revised based on what they learned in the first session.

Facilitators were instructors in Rhetoric, the Writing Center, English and Education and Linguistics from the Obermann Working Group on the Teaching of Writing. The Institute was by the Writing Center, the Obermann Center and the Department of Rhetoric.


Pamela FlashThe Writing-Enriched Curriculum
A faculty-driven model supporting discipline-relevant writing and writing instruction
Thursday, April 1, 2:30 PM

Sponsored by the University of Iowa Writing Center and the Obermann Center for Advanced Studies

In this discussion, Pamela Flash (University of Minnesota) will introduce the Writing-Enriched Curriculum (WEC) model and will think with local stakeholders about affordances and challenges associated with its potential implementation at the University of Iowa. WEC offers a departmental model designed to (1) support the curricular integration of relevant modes of writing and writing instruction and (2) to increase the rate at which student writing meets locally-generated faculty expectations. These ends are achieved by engaging departmental faculty members in a series of structured, data-driven discussions that result in their identifying writing abilities they expect of students graduating in their majors and by supporting them as they implement and assess faculty-authored, iterative, Undergraduate Writing Plans. Pamela Flash serves as Director of Writing Across the Curriculum, Co-Director of the Center for Writing, and Affiliate Graduate Faculty for the Literacy and Rhetorical Studies Minor at the University of Minnesota where she has taught and has administered teaching-oriented programming since 1991. Flash is founding director of both the University of Minnesota’s Writing-Enriched Curriculum Program and of its interdisciplinary Teaching with Writing Program. Her research, publications, consultations, and presentations focus on the WEC model, writing pedagogy, composition theory, discourse communities, and the use of qualitative research methods (particularly inductive consultation, collaborative action research, and ethnographic methodologies) to enable sustainable pedagogic change on individual, departmental, and institutional levels. She has consulted extensively with colleges and universities interested in adapting the WEC model to their institutional contexts. Flash serves as Co-PI in a five-year, multi-institutional NSF grant investigating the impact of brief writing prompts on conceptual learning in large-enrollment STEM courses.

The first Institute for Teaching with Writing took place during the 2020-2021 winter break. A series of four virtual two-hour workshops, it brought together fourteen faculty and two graduate students from fields as diverse as nursing, education, philosophy, international relations, and sociology to talk about how to incorporate more writing into their courses. Motivated by a collective love of language and desire to support the development of student writing skills, participants designed and workshopped formal and informal writing assignments, engaged in discussions about multimodal writing assignments, and heard about successful writing assignments from a panel of faculty from History, the College of Business, and Psychology. The Institute included a keynote talk by Brad Hughes, emeritus Director of Writing Across the Curriculum at the University of Wisconsin-Madison. The Institute was supported by the Department of Rhetoric, the Obermann Center and the UI Center for Teaching.

Institute for the Teaching of Writing

Cosponsored by the Oberman Center, the Center for Teaching and the Department of Rhetoric