Qualitative and then quantitative analysis of student review comments assessing peer review instructions found that students needed even more direction and structure than initially given. Specifically, shorter feedback statements—a twenty-one-to forty-word range—can be useful if they provide both evaluative and suggestive comments to guide revision.

This article argues that in the teaching of writing online, incidents of linguistic discrimination can be (in)directly caused by faculty unfamiliarity with online teaching best practices, lack of critical linguistic awareness, and the prevalent legacy of racist and monolingual ideologies. To address this issue, it is necessary to cultivate empathy as a bridge between instructors and students. This article calls for the interconnectedness of empathy and linguistic justice in online writing courses as tools to create more equitable and inclusive environments for all students. The article uses data from a longitudinal, cross-institutional study to apply an empathetic, linguistically just approach to OWI to examine assumptions around technology instructions and use. The authors stress the importance of understanding student perspectives and experiences and outline strategies that humanize students in online writing courses. Implications for teaching include a need for increased reflexivity and pedagogical clarity.

This program profile describes the process the Writing Program at the University of Arizona took to create a pathway to course completion for students during the pandemic-induced remote transition in Spring 2020. While the majority of students continued to have access to the hardware and software necessary to complete the term online, some students did not have these critical access requirements. We designed an independent study style correspondence packet that harkens back to traditional distance education offerings. Recognizing that students might not have access to the web or library for research, instructional materials, or printers, the packets allowed students to use the resources to which they had access and mail in their materials to complete their courses. Designing and implementing this course packet allowed us to continue our mission of inclusion in a moment of crisis by meeting our students where they were as they were displaced from the institutional spaces they had been relying upon to finish their coursework. This work has given us language to use in helping our instructors continue to support their students in crisis.