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Faculty Support for WI Courses

Writing Across the Curriculum - Faculty Support for WI Courses

Working with faculty partners across the curriculum, the University Writing Program has created this online resource. Whether you are a faculty member teaching “writing-intensive” courses, or simply want ideas for ways to design and integrate more effective writing assignments into your course, these materials are intended to support your efforts.

As you look through the syllabi and assignments you’ll notice how faculty colleagues have worked to design consistent, engaged writing activities that help students become critical thinkers and active agents in their own learning. Handouts present focused summaries of writing-related research. Scholarly articles provide more engaged focus on writing research, theory, and practice.

Many of these materials were revised in the context of a “college partnership,” a major Writing Across the Curriculum initiative which strives to 1) learn more about how writing is integrated throughout college and program curricula and 2) develop communities of practice around writing engagement. If you have an interest in other kinds of resources, please contact us using the message box at the bottom of this webpage.

 

Sample Assignments & Syllabi 

 

Handouts

Helpful Links

Academic Integrity & Plagiarism

What is Plagiarism?

      This link helps define and contextualize plagiarism while providing resources for both faculty and students. Part of RIT’s own site dedicated to academic integrity.

WAC Clearinghouse

      The following description is taken from the “About” section of the WAC Clearinghouse webpage:

             The Clearinghouse is widely regarded as the leading Web site supporting the use of writing and speaking in courses across the curriculum. The Clearinghouse publishes articles and books of interest to the writing-across-the-curriculum       community, provides a wide range of Web-based resources for instructors who wish to use writing in their courses, and supports research in the use of writing to support learning and teaching. In 2017, the Clearinghouse recorded more than 2.7 million visits to the site from more than 1.1 million distinct visitors and saw more than five million documents (primarily books, book chapters, and articles) downloaded.

Grammarly

    The “world’s most accurate online grammar checker” is a quick and easy writing-enhancement tool for writers of all levels of expertise.

Writing Guides

      One of the web’s best sites for all things writing-related. Unbelievably vast library of resources and instructional material covering everything from mechanics, grammar, and punctuation, to research methods and citation formats, as well as help for English as a Second Language (ESL) instructors, tutors, and students.

     User-friendly, online version of the best-selling book by Richard Bullock. Highlights include templates and worksheets, complete MLA and APA guidelines, glossary of key terms and concepts, and Writing Toolbar.

Scholarly Articles

Resources & Support for Writing – Intensive Faculty

READINGS

Assignment Design

Gardner,Traci.(2008). Designing Writing Assignments.Urbana,IIII:National Council of Teachers of English

(This lnks to WAC Clearinghouse with access to a PDF of the entire book digitized by Colorado State University Libraries)

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Addressing Grammar & Mechanics

Hartwell,P.(1985). Grammar, grammars,and the teaching of grammar, College English,47(2),105 - 127

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Deaf or Hard-of-Hearing Students

Strassman, B.K., & Schirmer, B. Teaching writing to deaf students: Does research offer evidence for practice? Remedial and Special Education, 34(3), 166-179.

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Albertini, J.A., Marschark, M., & Kincheloe, P.J. (2015). Deaf students’ reading and writing in college: Fluency, coherence, and comprehension. Journal of Deaf Studies and Deaf Education, 21(3), 303-309.

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Providing Feedback

Sommers, N. (1982). Responding to Student Writing. College Composition and Communication, 33(2), 148-156.

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Straub, R.E. (2002). Reading and responding to student writing: A heuristic for reflective practice. Composition Studies, 30(1), 15.

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Sommers, N. (2006). Across the Drafts. College Composition and Communication, 58(2), 248-257.

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Peer Review

“No One Writes Alone: Peer Review in the Classroom – A Guide for Students” (YouTube video)

“No One Writes Alone: Peer Review in the Classroom – A Guide for Instructors” (YouTube video)

Both videos published by MIT Comparative Media Studies/Writing (2017)

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Jensen, E.B. (2016). Peer-Review writing workshops in college courses: Students' perspectives about online and classroom based workshops. Social Sciences, 5(4), n/a.

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Plagiarism

Löfström, E. & Kupila, P. (2013). The instructional challenges of student plagiarism. Journal of Academic Ethics, 11(3), 231-242.

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(Team-Based) Collaborative Writing

Bush, J. & Zuidema, L. (2013). Professional collaborative writing: Teaching, writing, and learning—together. English Journal, 102(4), 107-110.

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Working with Multilingual Writers

Matsuda, A. & Matsuda, P.K. (2010). World englishes and the teaching of writing. TESOL Quarterly, 44(2), 369-374.

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CCCC Statement on Second Language Writing and Writers (2014)

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