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Training Components

  • Component 1 Writing Didactics Workshop
  • Component 2 Designing a Class According to the Principles of Writing Didactics
  • Component 3 Writing Group

The workshop pursues two goals: First, participants will learn how to guide their students according to the principles of writing didactics (implementation will occur in Component 2), in order to sustainably promote academic writing skills. Second, participants will be enabled to reflect on and manage their own writing behavior (the implementation of this will occur in Component 3). In doing so, the intertwining of research and teaching, in the Humboldtian sense, is promoted at the level of writing.

This workshop will take place from 9:15 a.m. to 4:45 p.m. (on the first day) and 9:15 a.m. to 12:45 p.m. (on the second day), either at the beginning or end of the lecture-free period. You can find further information on our flyer (420 kB).

In cooperation with PROFiL, participation in the Training in Writing Didactics can be credited toward the “Zertifikat Hochschullehre Bayern”:

  • “Lehr- und Lernkonzepte” (teaching and learning concepts): 8 Work Units
  • “Beraten und Begleiten“ (consulating and guidance): 8 Work Units

Component 1: Writing Didactics Workshop

In Component 1, participants are instructed in writing didactics and research about writing in preparation for the subsequent trainings, with a focus on the writing process, writing skills, text diagnostics, and methods of writing didactics. Additionally, participants will be confronted with their own writing behavior by completing different writing exercises. At all times, peer feedback will be front and center as a tool for the development of individual writing projects and skills, as well as for the use among the participant’s students.

Component 2: Designing a Class According to the Principles of Writing Didactics

During the training, the participants will design their own course concept based on writing didactics for a seminar that is held as part of their regular teaching duties at their faculty. The goal of this focus is for the participants to enable their students to access, deepen, and, if applicable, further develop their achievements in the academic contents of the seminar by supplying students with a series of small, ungraded writing assignments in preparation for the final graded project. The orchestration of peer feedback among students will prevent any extra work for the academic staff in their role as teacher.

The students will give each other feedback according to rules previously established. In their double role as writer and reader, they improve their writing skills on multiple levels: They develop a writing routine, can practice academic writing without pressure, experience writing as a tool for thinking and learning, and get a better sense for writing according to the conventions of the discipline and the reader. Additionally, by reading the texts of their peers and giving feedback, they practice academic writing meta-reflection.

During the semester, each participant will be invited to an individual consultation (45 min) with one of the academic staff of the Writing Center to consider and, if necessary, modify the employment of the methods of writing didactics in the class. In a wrap-up session (90 min) after the end of the lecture period, the participants’ more writing-intensive seminars will be reflected upon together, and experiences will be shared. Furthermore, the creation of an informal discussion group will be encouraged within the scope of the course.

Component 3: Writing Group

During the semester, participants will meet in a writing group in order to further develop their own writing projects developed in the context of their research. The writing group will provide more commitment (goals, processes, and dates will be set and checked), regular feedback, and facilitate the exchange between peers. Important: The more varied the represented disciplines, the better—people from other academic backgrounds can detect argumentation errors quicker, since they cannot gloss over them with their own knowledge.

In a kick-off event (45 min) organized by the Writing Center, participants will set their own framework and rules for the writing group to create a format that is beneficial for all.

Next Training Dates

October 4 and 5, 2021


The training is open to a maximum of twelve participants. All LMU staff with teaching responsibilities can participate. The participants will receive the receipt via their institute’s address. Depending on the faculty, the costs can be refunded from various funds meant to finance further training for academic staff (in the case of faculty 13, this would be the funds for LMU's Mentoring-Programs).

All training sessions will be held in German. The most important materials are additionally provided in English; discussion rounds as well as text and group work can take place in English or German as required.

Training Costs

The training costs amount to 262,50€ per person.