WID for Faculty

The following documents and Web sites provide helpful information about writing across the curriculum and writing in the disciplines:

Eleven Things You Could Start Doing Today for the Benefit of Your Students’ Writing: This very helpful list was coauthored by Jane Kokernak, M.A., Writing Center Supervisor, Mount Ida College, and Lowry Pei, PhD, Professor of English, Simmons College.

Introduction to Writing Across the Curriculum: This page addresses the following questions:

  • Why include writing in my courses?
  • What kinds of writing can I include?
  • What is writing to learn?
  • What is writing in the disciplines?
  • Do I have to be an expert in grammar?
  • Do writing and peer review take up too much class time?
  • How can I avoid getting lousy student papers?
  • What makes a good writing assignment?
  • How can I get the most out of peer-review?
  • How can I handle papers?
  • Why consider collaborative writing assignments?
  • What writing resources are available for my students?
  • What teaching resources are available?

Writing to Learn (WTL): “Writing to Learn” is a term used to refer to the practice of assigning short, sometimes impromptu writing tasks that will encourage students to articulate what they have (or have not) learned about a topic. They provide instructors with invaluable insights. This site offers advice and provides suggestions for WTL tasks.

Learning to Write (LTW): While “writing to learn” assignments are evaluated solely for the ideas they express, LTW exercises are designed to assess not only content knowledge but also writing skills, particularly as they relate to the discipline in which they are assigned. This site offers advice and provides suggestions about LTW assignments.

Responding to Student Papers: Responses to Avoid and Productive Advice to Give: Jessica Mosher (Boise State) “has used up-to-date research on teacher’s comments on student papers and students’ responses to those comments. Responding to student writing is difficult territory. How can we respond in ways that will lead to learning, not merely justify the grades we put on papers? Mosher has provided an excellent guide.”

Designing Effective Writing Assignments (PDF): If we want students to turn in quality papers, we must lay the groundwork. This handout includes advice about incorporating assignments into the syllabus in a meaningful way and makes suggestions about designing assignment guidelines that give students the tools they need to produce stronger papers. The handout was created by Nancy Tuten for a Columbia College faculty development workshop sponsored by the Pearce Center.

Writing, Research, and Academic Integrity (PDF): Students do not come to college with a clear understanding about academic integrity. We must engage them in a dialogue about the importance of academic integrity and create an environment that promotes it. This handout was created by Nancy Tuten for a Columbia College faculty development workshop sponsored by the Pearce Center. (Click HERE for more about information about plagiarism and academic integrity.)

Plagiarism and the Web: Bruce Leland (Western Illinois University) discusses the plagirism issues that have arisen as the Internet has changed the way students do research and approach writing tasks. He offers suggestions for teachers in their effort to combat plagiarism as it relates to Web use by students. (Click HERE for more information about plagiarism and academic integrity.)

Research on the Web: How Reliable Is It?: Bruce Leland (Western Illinois University) offers this guide to evaluating the “reliability and usefulness of Web resources.” He invites others to use this handout “written specifically for first-year writing students.”

Reflection on WID in the Classrooms: Faculty at Boise State reflect on what “writing in the disciplines” is all about.

WAC Clearinghouse: “The WAC Clearinghouse, in partnership with the International Network of Writing Across the Curriculum Programs, publishes journals, books, and other resources for teachers who use writing in their courses. The site is open to all, but please consider creating an account. Membership is free and privacy is respected. Members can list their programs and add materials to this site.”

Have you run across a helpful site that other faculty members might enjoy seeing? Please submit your suggestions to Nancy Tuten at ntuten@columbiasc.edu. Thanks!