SAALT Newsletter: March Edition

In programs that teach academic writing, it is tempting to focus on what students lack rather than what they bring to the writing table. Many students come from multilingual backgrounds or have unique rhetorical traditions that differ from the dominant academic style. Instead of seeing these differences as deficiencies, we should embrace them as opportunities to explore the diversity of academic expression while teaching students about academic writing conventions and discipline specific demands. One can celebrate students’ linguistic and intellectual backgrounds by using their unique ideas and shape it to adhere to the conventions within academia without losing their voice.

One common pitfall in academic writing instruction is an overemphasis on surface-level errors at the expense of deeper engagement with ideas. While grammar and style are important, a rigid focus on correctness can obscure more significant concerns about argument quality, depth of analysis, and meaningful engagement with sources. A more productive approach is to teach revision (and editing) as an iterative, idea-driven process. Instead of merely correcting errors, we should guide students in refining their arguments, reconsidering their sources, and deepening their critical engagement with the topic. This can be done by asking questions that guide the students through the writing process and help them to get their critical thinking cap on.

Ultimately, academic writing is not just about producing polished essays, it is about participating in scholarly discourse. Helping students see themselves as contributors to a conversation rather than passive receivers of knowledge can transform their approach to writing. Whether through research-based assignments or collaborative writing projects, creating opportunities for students to enter the conversation fosters both engagement and confidence.

As language educators, our role extends beyond teaching the mechanics of writing. We are cultivating thinkers, shaping academic identities, and helping students find their place within the intellectual landscape and/or workplace. When we teach writing as a dynamic and participatory process, we empower students to enjoy the journey of the academic writing process.