Faculty Focus article by Maryellen Weimer that discusses how what is written in a course (syllabi, email, feedback) conveys messages about the instructor's personality. Writing helps establish personal connections with students and impacts learning experiences. This article discusses the effect writing has on establishing a teacher-centered vs. learner-centered environment in on-line courses.
This video hosted by Magna Campus at FNU (18:35) will help you "learn ways to give substantive feedback and recycle comments to save time and effort . . . . with questions that help or hinder student achievement . . . and tips to ignite students' curiosity, respect their thinking, and stoke their engagement."
This article outlines an approach to teaching a Writing for the Health Professions course and situates this approach within the aims of and tensions between the medical humanities, the rhetoric of health and medicine, and disability studies. This analysis provides a pragmatic walkthrough of how assignments in such courses can be linked to programmatic outcomes (with SOAP [Subjective, Objective, Assessment, Plan] note and patient education assignments as extended examples) as well as an interdisciplinary framework for future empirical studies.