Faculty Resistance to Writing-Intensive Courses

Abstract

This article examines professors' resistance to implementing writing as learning and contends that strategies developed for inhibited writers can also help inhibited teachers. These strategies were combined with surveys and observations of professors implementing writing-intensive courses to produce a sequence of steps for overcoming resistance: (a) raising consciousness about resistance, (b) helping students generate momentum, (c) establishing regimens of brief writing sessions, and (d) making writing more socially skilled.