Faculty Resources

Writing Support at UNH

  • Faculty development and support with the University Writing Programs (consultations, workshops, community of colleagues, classroom visits, and more).
  • WI Faculty Retreat, sponsored annually by the Dey Family gift fund. 
  • Training for your TA on how to give writing feedback. Training sessions provided by the Writing Across the Curriculum office. 

Teaching with Technology and AI

  • Teaching with Artificial Intelligence (AI) - link to UNH resource page on using tools such as ChatGPT
  • From the MLA-CCCC joint task force on A.I. and Writing:
    • Exploring A.I. Pedagogy: Teaching Reflections

    • Working Paper 1: Overview of the Issues, Statement of Principles, and Recommendations

    • Working Paper 2: Generative AI and Policy Development: Guidance from the MLA-CCCC Task Force
      Excerpt on AI Detection Software: 
      "Tools for detection and authorship verification in GAI use should be used with caution and discernment or not at all. In a variety of institutional settings, some educators and decision-makers are turning to accountability tools that claim to provide either verification of a writer’s process of composition or detection of percentages of GAI usage within a text. 
      Because detection software is inherently flawed and can be easily fooled (Thompson and Hsu), colleges and universities must be mindful of the power that instructors and administrators relinquish when detection software is used uncritically to evaluate GAI within student writing. The fallibility of detection software, like Turnitin, creates a number of opportunities for vulnerable student identities to be profiled and accused without serious consideration of process, source evaluation and synthesis, or development of student reading and attribution practices (Coley; “How”). ...Additionally, many second language and multilingual students Generative AI and Policy Development: 10 Guidance from the MLA-CCCC Task Force already use such translation software to aid their adaptation to academic forms of writing. They may be flagged for using online translation tools that are essential to their acquisition of academic writing literacies. ...For those who decide to use AI detectors, please consider the following questions: 
      • What steps have you taken to substantiate a positive detection? 
      • What other kinds of engagement with the student’s writing affirms your decision to assign a failing grade outside the AI detector’s claim that the text was AI generated? 
      Further, decisions about educational technologies should prioritize educators’ input over the vendors providing these services. Using new technologies to surveil students without first getting their consent and testing these tools violates students’ rights and sense of autonomy in classrooms. ...In addition, any new technological approaches to academic integrity should respect legal, privacy, nondiscrimination, and data rights of students. Any sharing of student writing with a company should at a minimum comply with students’ rights under FERPA. That includes scenarios where teachers are assigning students to submit their work to large language models like ChatGPT or Google Gemini (formerly Bard), and it also includes software designed to help the instructor verify that students have written the work they have submitted, such as AI text detection and writing process tracking software.

      More research on the unreliability and risks of AI Detection software: "Almost AI, Almost Human: The Challenge of Detecting AI-Polished Writing" from the University of Maryland, College Park. 
      Abstract excerpt: "Our findings reveal that detectors frequently flag even minimally polished text as AI-generated, struggle to differentiate between degrees of AI involvement, and exhibit biases against older and smaller models. These limitations highlight the urgent need for more nuanced detection methodologies."

    • Working Paper 3 (with Coauthors): Building a Culture for Generative AI Literacy in College Language, Literature, and Writing

  • TextGenEd: Teaching with Text Generation Technologies (2003 collection) from the WAC Clearinghouse, which contains lesson plans for a variety of purposes, including identifying biases in AI text (Jimenez), raising ethical questions (Watkins), and using AI writing tools as an integral part of composing (McKee). 
  • A fun and comprehensive AI resource list by our own Molly Campbell, technical and professional writing instructor in the UNH English Dept. 
  • Cyborgs and Centaurs: Academic Writing in the Age of Generative Artificial Intelligence by Liza Long, from CWI Press Books. 
  • ChatGPT Resources for Educators - compiled and catagorized list generated and collected by Ben Erwin, Director of Syracuse University's Writing Center 
  • Chronicle of Higher Ed article on creating writing assignments with ChatGPT
  • APA guidance on how to cite ChatGPT and other GenAI software
  • Faculty Handout on A.I. and Writing from the UNH Writing Programs
  • The Connors Writing Center policy on A.I. usage
  • Boilerplate language on A.I. for faculty to use on syllabi 

Faculty Resource Compilations

  • The WAC Clearinghouse Faculty Teaching Resources
  • The Bedford Bits Community of Scholars
  • The UNH Writing Academy for personal professional development
  • Prompt: A Journal of Academic Writing Assignments is a biannual, refereed online journal that publishes academic writing assignments accompanied by reflective essays. We publish assignments directed at both undergraduate and graduate students from all academic disciplines. Prompt is an open-access journal, with all articles freely available to all readers. 
  • Journal of Response to Writing is a peer-reviewed, open-access journal that publishes papers based on research, theory, and/or practice that meaningfully contribute to an understanding of how response practices lead to better writing.
  • Journal of Writing Assessment provides a peer-reviewed forum for the publication of manuscripts from a variety of disciplines and perspectives that address topics in writing assessment. Submissions may investigate such assessment-related topics as grading and response, program assessment, historical perspectives on assessment, assessment theory, and educational measurement as well as other relevant topics. Articles are welcome from a variety of areas including K-12, college classes, large-scale assessment, and noneducational settings. We also welcome book reviews of recent publications related to writing assessment and annotated bibliographies of current issues in writing assessment.

Teaching Tools and Guides

Rubrics and Feedback

Collaborative/Group Writing

Mechanics & Correctness (Preview Carefully and Incorporate Selectively)

Online Writing Instruction Resources