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About Citation and Plagiarism

Be sure to read Clark’s Academic Integrity Policy about what constitutes plagiarism/academic dishonesty and the College Board’s procedure for dealing with violations of academic integrity.

Purdue University Online Writing Lab contains detailed citation and documentation information.

Council of Writing Program Administrators Online provides a thorough (7-page) explanation of what constitutes plagiarism and how students and faculty can avoid it. A very informative link!

Resources for Writers

(*Available at the Writing Center for review.)

*Brief-Holt Handbook. Easy-to-use grammar, punctuation, and style handbook; also contains citation and documentation information.

*Hacker, Diana. A Writer’s Reference. Another excellent grammar, punctuation, and style handbook. MLA, APA, and footnoting citation/documentation information as well as a section for ESL students.

Merriam-Webster’s Guide to Punctuation and Style. Reference guide to grammar, punctuation, style, capitalization, plurals, and more.

Rozakis, Laurie. The Complete Idiot’s Guide to Grammar and Style. Basic information regarding parts of speech, sentence structure, punctuation usage, paragraph structure, and style.

Stillman, Anne. Grammatically Correct: The Writer’s Guide to Punctuation, Spelling, Style, Usage and Grammar. Easy-to-use reference manual that covers all aspects of grammar, paragraph structure, and style. Provides instruction, examples, and exercises.

Strunk, William and E.B. White. The Elements of Style. A must read for all serious writers, this style book deals with the finer points of writing (dos and don’ts, word choice, conventions of punctuation usage, and so on).

(*Available at the Writing Center for review.)

*Brief-Holt Handbook.

*Hacker, Diana. A Writer’s Reference.

*Gibaldi, Joseph. MLA Handbook for Writers of Research Papers, 5th edition. Provides detailed information for documenting various sources, including electronic sources. Also provides sample entries.

Trimmer, Joseph. A Guide to MLA Documentation: With an Appendix on APA Style. Another good resource for citation/documentation information according to current MLA standards; also provides an appendix on APA (American Psychological Association) style.

Resources for Faculty

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 a handout with our contact information.

To request a class visit from a Writing Center consultant, email Jennifer Plante at

If you do not wish to have a consultant visit your class, but you still want to publicize the Writing Center, you can ask for a Writing Center handout. This handout has information about the Writing Center’s services and hours of operation. Email to order flyers to hand out to your class.

Purdue OWL Teacher and Tutor Resources

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.

(*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.”

Contact Information

Writing at Clark

Office Location
  • Academic Commons, Suite 104
    Goddard Library, First Floor
    950 Main Street
    Worcester, MA 01610

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