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Teaching students the connection between writing and thinking
Writing is an important skill because of its role in thinking processes. Instruction should be designed to reinforce this.
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Quick, yet polished visuals for grant applications
Here are some low-effort, high-reward ideas that can contribute to a great looking grant proposal.
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Sounding academic, with AI’s help
While large language models can help with your writing, don’t overlook the benefits of reading your texts out loud or enlisting the help of an academic editor.
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Writing winning partnership grant applications
Setting up for success with the SSHRC PG.
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The problem with argumentative writing
The argumentative essay – the gold standard of persuasive writing – may be a better measure of good rationalization than good critical thinking.
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How to write persuasively in promotion and tenure documents
Be sure your application shows the significance of your work while focusing on your most compelling accomplishments.
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Getting your book read when you’re a humanities scholar
Part 2: Strategies to extend your monograph’s reach.
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Laurier professors publish ‘rapid response’ essay collection on COVID-19
Created in about a week, the collection offers a “snapshot” of the pandemic from scholars in the social sciences and humanities.
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How to get your humanities research read & cited
Part 1: Strategies to extend your journal article’s reach.
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Setting the CanLit canon on fire
How controversy, curriculum change and emerging perspectives are shifting the study of Canadian literature.
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What happens when a machine can write as well as an academic?
As AI-facilitated algorithmic writing improves, it poses tricky questions about authorship and what constitutes an “original” paper or assignment.
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Simple tricks to add clarity in complex sentences
The criticism that some academic writing can be difficult to read shouldn’t be ignored.
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Jargon can make for good academic writing
The use of jargon can be effective in journal articles and grant applications - but use it sparingly when writing for a wider audience.
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How to bring students into the feedback loop
Small steps can make a big difference to engaging students in their own assessment.
