The Writing@UW Fellowship supports faculty teaching W courses who want to take their writing instruction to the next level. The quarter-long program follows a partner model, inviting faculty to collaborate within their departments or closely affiliated units. Fellows worked together to (re)envision writing in their disciplines and refine their teaching and learning practices. Fellows participate in weekly meetings to engage with Writing in the Disciplines (WID) / Writing Across the Curriculum (WAC) scholarship, discuss key issues such as multilingual learners and writing, antiracist assessment practices, and ethical use of AI, and workshop their project plans.
Explore the work from 2025-2026 cohort below. Applications for the 2026-27 Writing@UW Fellowship will open during Fall Quarter 2026.
Fellowship Learning Goals
- Understand and teach the fundamental relationship between writing and learning
- Learn about and use the UW guidelines for teaching W courses
- Use writing as a means to leverage criticality, equity, inclusion, and belonging in their classes
- Develop strategies and materials for effective writing instruction
- Complete a project that enhances writing instruction in their course
- Create a community of teachers who share the same goal: excellence in writing instruction
- Advocate for writing in their department or program while fostering collaboration around writing pedagogy
Applications for the 2026-27 Writing@UW Fellowship will open during Fall Quarter 2026 with the fellowship taking place during the next Winter quarter. Megan Callow (Director of Writing@UW) welcomes your questions: mcallow@uw.edu
The 25-26 Cohort Projects
The 25-26 Writing@UW Fellowship program ran from January to March 2026 during the Winter quarter. This initiative supports faculty members to integrate writing into their courses by providing a collaborative space to (re)imagine how writing functions in their disciplines and classrooms.
Throughout the program, participants collaborated with peers, shared experiences, and developed materials that continue to inform the writing ecology at the University of Washington. The fellowship’s pilot year laid the groundwork for future cohorts, setting a precedent for how writing instruction can evolve to meet the diverse needs of students and faculty.
Explore this archive to learn more about the workshops, resources, and transformative work produced during the inaugural year of the Writing@UW Fellowship.
The Projects
Fellows in the 2026 cohort worked in pairs to design and implement an intensive alteration of or addition to a teaching resource or course in their department, school, or college. These projects aimed to address broader disciplinary needs and foster equitable, effective writing instruction.
- Elham Monfaredi and Amina Moujtahid’s (MELC) project helps Persian and Arabic language learners improve their writing through guided reflection on their own errors, with Copilot serving as a supportive learning partner. Students first write on a given topic without any tools, then submit their text to Copilot to receive a corrected version. By comparing the two, they identify grammar, sentence structure, spelling, and vocabulary issues, fostering metalinguistic reflection and greater awareness of their writing patterns.
- Stephanie Clare and Janelle Rodriques (English) are working on creating a framework for teaching writing that will apply, in particular, to the ENGL 302 class, ‘Critical Practice.’ We will be developing and piloting a writing course that addresses the ways in which critical writing has shifted and continues to shift towards the autoethnographic. We want to find a way to teach students how to bridge the gap between conventional theoretical reading and writing, and more personal, less formalistic approaches: a course that teaches the fundamentals of research, close reading and theoretical foundation, and encourages students to build on these to write more freely.
- Erin McElroy (Geography) and Linh Thủy Nguyễn (American Ethnic Studies) joined the Writing@UW Fellowship to collaboratively develop writing assignments that enable students to historicize, contextualize, closely read, and identify, engage, cite, and use varied methodologies and rhetorical strategies. Both scholars research and teach on related topics including histories of racialization, state violence, inequality, and resistance. Their project, Teaching Race and Empire: Citation, Writing, and Pedagogies for Resistance, has several short term goals that can be completed during Winter quarter, and two longer term goals. In this fellowship they will develop three modules containing scaffolded writing assignments that can be used in larger courses with and without the support of TAs. The set of three modules are designed to be portable across the classes in each discipline to introduce students to developing research questions through various writing activities and assignments.
- For their fellowship project, Regina Yung Lee and Sasha Welland (GWSS) will each redesign an existing course (GWSS 258: Body Politics; GWSS 372: Transnational Fan Studies), making writing instruction explicit in learning goals and incorporating assignments that meet UCGE guidelines so the department can list them as “W” courses in the future. (This project dovetails with a departmental initiative-in-progress, the GWSS Practices Lab, which recognizes technical, skills-building training—in written scholarship, archive development, exhibit curation, digital media production, poetry, performance, and community engagement—that students gain in our courses.) Our syllabi will serve as templates for other instructors who want to consider course redesign with the aim of offering GWSS “W courses” at 200, 300, and 400 levels, making visible to students the multigenre, multimodal writing skills they learn in GWSS coursework—skills that will serve them in communities and careers well beyond the classroom.