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
jplante@clarku.edu.
Order Bookmarks/Pens
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
jplante@clarku.edu to order bookmarks or pens to hand out in your class.
Teaching Links
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." (qtd. in
http://www.barnesandnoble.com).
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." (qtd. in
http://www.barnesandnoble.com).
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." (qtd. in
http://www.barnesandnoble.com).
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" (qtd. in
http://www.barnesandnoble.com).
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." (qtd. in
http://www.barnesandnoble.com).
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.
Art
Barnet, Sylvan. A Short Guide to Writing about Art.
Biology
McMillan, Victoria E. Writing Papers in the Biological
Sciences.
Pechenik, Jan A. A Short Guide to Writing about
Biology.
Chemistry
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).
Music
Bellman, Jonathan. A Short Guide to Writing about
Music.
Philosophy
Michaels, Anne. Writing to Learn: An Introduction to
Writing Philosophical Essays.
Seech, Zachary. Writing Philosophy Papers.
Stramel, James. How to Write
a Philosophy Paper.
Psychology
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.
Social Sciences
Staines, Gail M. Social
Sciences Research: Writing Strategies for Students.
|
 |
|
Additional Resources
|
|
|
|
You may also be interested in:
|
|
|
|
