Resources for Faculty
Helping Your Students Use the Writing Center
Request a visit from a Writing Center Consultant
Faculty members who feel their students could benefit from assistance with the writing process can request a class visit from a Writing Center consultant. The consultant will give a brief (two to three minute) presentation to the class, during which time students will be encouraged to make appointments with the Writing Center and will be given bookmarks or pens with our contact information.
To request a class visit from a Writing Center consultant, call 793-7405 or email Jennifer Plante, the Interim Director of the Writing Center, at firstname.lastname@example.org.
If you do not wish to have a consultant visit your class, but you still want to publicize the Writing Center, you can order Writing Center bookmarks or pens. These items have information about the Writing Center's services and hours of operation. Call 793-7405 or email email@example.com to order bookmarks or pens to hand out in your class.
Compsite's Teaching Tools: Provides examples of composition exercises and links to other great teaching resources on the Internet.
Dartmouth College's Composition Center Site: Excellent resource for instructors from all disciplines who use writing in their courses. Contains information about teaching your students critical thinking and writing, creating writing assignments for your classes, responding to student essays, and ideas for writing in various disciplines such as sociology, biology, computer science, math, engineering, and the humanities.
WAC Clearinghouse: (Supporting Scholarly Exchange About Communication Across the Curriculum) Contains links, articles, theses and dissertations, journals, and other materials dealing with communication across the curriculum.
Teaching Writing In Your Classes
(*Available at the Writing Center for review.)
*Bean, John C. Engaging Ideas.
From the publisher, Jossey-Bass Inc., Publishers: "A practical nuts and bolts guide for teachers from any discipline who want to design interest provoking writing and critical thinking activities and incorporate them into their courses in a way that encourages inquiry, exploration, discussion and debate."
Gunning, Thomas G. Assessing and Correcting Reading and Writing Difficulties.
From the publisher, Pearson Education. "Often students who struggle with reading and writing are told what they can't do, not what they can. This book, while focusing on the positive, provides thorough coverage of procedures for assessing and instructing struggling readers of all ages-from primary grades to adulthood. In keeping with current theory, this book emphasizes prevention and early intervention. It is based on the premise that student performance is variable and that assessment and instruction are planned and modified to meet the needs and levels of students. Jargon-free, it is written in a clear style and is packed with examples from real classrooms and clinics."
Lutzker, Marilyn. Research Projects for College Students: What to Write Across the Curriculum.
From the publisher, Greenwood Publishing Group: "This book is intended to help college instructors in all disciplines to design library research projects that students will enjoy writing and faculty will enjoy reading. It is a librarian's contribution to the literature of the Writing Across the Curriculum movement. The ideas and techniques presented are offered not as prescriptions so much as starting points for the construction of projects to meet the needs of faculty and students and use the resources available in a wide range of curricula. The book offers specific practical suggestions for selecting and assigning topics and suggests meaningful ways to teach scholarly documentation and to design plagiarism-proof assignments."
Ogede, Ode, editor. Teacher Commentary on Student Papers: Conventions, Beliefs, and Practice.
From the publisher, Greenwood Publishing Group: "As students have become more anxious by increasing competition, the grade has become the focal point for most of them, and they are more concerned with that than with the critical comments teachers write on their papers, which are so important to the learning process. . . . Ten concerned teachers share their perspectives on tested ways of commenting on student papers, examining prevailing conventions, and teasing out fresh ways for teachers to stimulate students' efforts to gain a true writing voice."
Sorcinelli, Mary Deane and Peter Elbow, editors. Writing to Learn: Strategies for Assigning and Responding to Writing Across the Disciplines.
From the publisher, Jossey-Bass Inc., Publishers: "This volume provides instructors who teach writing with an array of strategies and philosophies about the way writing is learned, both in the context of a discipline and as an independent skill. Focusing primarily on the best ways to give feedback about written work, the authors describe a host of alternatives that have a solid foundation in research."
Discipline-Specific Writing Texts
Many of the following texts (with the exception of Kovac's book) are resources for student writers; they may prove helpful for some instructors and therefore are included on this page.
Barnet, Sylvan. A Short Guide to Writing about Art.
McMillan, Victoria E. Writing Papers in the Biological Sciences.
Pechenik, Jan A. A Short Guide to Writing about Biology.
Beall, Herbert and John Trimbur. A Short Guide to Writing about Chemistry.
Dodd, Janet S., editor. ACS Style Guide: A Manual for Authors and Editors.
Kovac, Jeffrey and Donna W. Sherwood. Writing Across the Chemistry Curriculum: An Instructor's Handbook. From the publisher, Pearson Education: "This book discusses issues surrounding a teacher implemented a writing-across-the-curriculum program designed to improve students' rhetorical and writing skills in physical science, particularly chemistry. It contains practical material such as suggested assignments and strategies that can be put into practice immediately to use writing effectively. A comprehensive reference tool, the advice offered in this book applies to courses throughout the entire chemistry curriculum, including graduate education. Other coverage discusses designing, grading, and responding to writing assignments. For instructors who are considering, or already offering such programs, this book is a rich resource of clear, step-by-step suggestions" (qtd. in http://www.barnesandnoble.com).
Bellman, Jonathan. A Short Guide to Writing about Music.
Michaels, Anne. Writing to Learn: An Introduction to Writing Philosophical Essays.
Seech, Zachary. Writing Philosophy Papers.
Stramel, James. How to Write a Philosophy Paper.
Bellquist, John Eric. Guide to Grammar and Usage for Psychology and Related Fields.
Rosnow, Ralph L. and Mimi Rosnow. Writing Papers in Psychology.
Sternberg, Robert J., editor. Guide to Publishing in Psychology Journals.
Staines, Gail M. Social Sciences Research: Writing Strategies for Students.