Insights from Georgetown Faculty

Peer Review

Supported by an ITEL grant, Dr. Matthew Pavesich (Associate Director of the Writing Program) has prepared a video explaining how and why we should incorporate peer review into classes.


 CULP Guide to Writing

Students the SFS Cultural and Politics Program developed this guide for students in the major, drawing on their experiences with writing and interviews with faculty


A Student Guide to Proofreading and Writing in Science

Developed by three faculty members in the Human Science department in NHS, this guide, published in the journal Advances in Physiology Education, offers advice on writing style for science courses and scientific publications


Open Labs: The Writing Workshop and Became a Science Workshop

Biology professor Manus Patten explains how an open lab session, in which students work on scientific reports and consult with faculty, TAs, and each other, fosters deeper understanding of scientific thinking.


Video Tutorials on Flow and Clarity

Writing Center Director David Lipscomb has produced these short videos to help students with revising their writing for flow and clarity.


The Three-Paragraph Introduction: An Alternative to the Research Paper

STIA professor Mark Giordano explains why he uses a short, iterative research framing assignment rather than a full research paper to help his students learn to conceptualize and present interdisciplinary research


Writing with Empathy: A History 099 Assignment

History professor Katie Benton-Cohen’s assignment for History students asks them to pay attention to how their perspective shapes their response to historical sources and events and to think about how historians approach evidence.


Why — and How — to Write Lab Reports

Lab reports serve specific functions for the sciences, and they follow an established format. Chemistry professor Milena Shahu explains the functions of lab reports and the guidelines she provides to Chemistry students.


Assignment Sequence to Develop Skills in Writing with Sources

In the Gateway course in East Asian Languages and Cultures, Professor Philip Kafalas uses a series of assignments to help students become critical readers of English-language scholarship in the field, and to apply those same critical tools to their own writing.


Integrating Writing Across Courses: The American Studies Model

American Studies Program Professor Erika B. Seamon gives an overview in which she articulates some of the key pedagogical approaches she uses to help students build skills and practice making analytical arguments in their writing.