What do faculty and administrators need to know about writing instruction? How do we define successful student writing? How should writing be assessed institutionally? Below are links to several resources to assist faculty and administrators in understanding these issues:
Guidelines for Faculty and Administrators
- Defining and Avoiding Plagiarism
- U of Wisconsin-Madison -- “Why Should You Use Writing Assignments in Your Teaching?”
- Framework for Success in Postsecondary Writing
- WPA Learning Outcomes Statement
- NCTE Statement on Writing Assessment
Where can faculty find out how colleagues have implemented WAC? Where can faculty learn about the requirements for linked, EGC, and AW courses? Where can faculty study sound institutional policies in writing instruction? This webpage provides a place to start, listing some of the best online resources available.
In addition, Director of Written Expression in the Core, Tom Pace, is available for individual consultations on any aspect of teaching writing. The JCU Writing Center also offers support and resources for student writers, through one-on-one individualized peer tutoring sessions.
Resources for Addressing ChatGPT and Other Types of AI
- CCCC/MLA Joint White Paper on Writing and AI
- NY Times on ChatGPT
- ChatGPT Resources for Faculty
- Free Resources to Explore and Use ChatGPT
- Faculty Resources for Using ChatGPT from Gettysburg College
- This new page offers information and resources for faculty making the shift from teaching writing in person to teaching writing online.
- Requirements for Linked and EGC Courses
- Requirement for AW Courses
- Applications for Linked, EGC, and AW Courses
General Help in Writing and WAC
Resources for Planning and Teaching WAC Courses
- Why Include Writing in My Courses
- Teaching Writing as a Process
- Managing the Paper Load
- Assignment Design
- Sequencing Writing Assignments
- Encouraging Revision
- Using Service Learning in Writing Classrooms
Resources for Grading and Responding to Student Writing
Teaching Specific Aspects of Writing
- Helping Students Generate a Topic
- Helping Students Narrow a Topic
- Helping Students Summarize and Respond to Texts
- Teaching Rhetorical Terminology
- Addressing Grammar
- Helping Students Address Errors
- WAC and Second-Language Learners
- How to Address Genres
- Different Academic Genres
- Faculty Tip Sheets
Model WAC Programs and Help for Faculty
- Carlton College: Nationally-praised teaching and portfolio program
- Eastern Illinois University: Excellent faculty handbook on WAC
- Florida International University: Useful list of teaching resources on how to manage the work load
- George Mason University: Routinely nationally-recognized WAC program
- Georgetown University: Good overview of the connection between first-year writing and integrated writing courses
- Marquette University: Exceptional handbook for faculty on writing in the disciplines
- Miami University (Ohio): Thorough disciplinary writing guides
- University of Denver: Innovative program known for incorporating writing lecturers to work with faculty
- University of Notre Dame: Strong lists of workshop topics
- University of Missouri-Columbia: Nationally-recognized WAC program
- Wright State University: Excellent WAC faculty guidebook
- The standard EN 1250 syllabus is held together by a common philosophy and a common set of learning outcomes, not by a rigid schedule or specific readings. If a student and his or her roommate are taking English 1250, 1200, or 1210, they may have different readings, assignments, and discussion/writing topics. The following descriptions are not absolute, but may help students to understand the different units.
These are the assignments students may be asked to complete in EN 1250
- Project #1: What Do You Have to Say? The purpose of the semester’s first major project essay is to introduce students to academic research and writing. To do so, students will choose one of the essays they read in this section and write a paper that makes an argument about an issue and supports it with evidence from their course reading(s) (3-4 pages).
- Project #2: What Do You Have to Say? This assignment builds on the ideas from the first assignment by asking students to conduct some minor research about a topic and to incorporate that research into their writing. (4-5 pages).
- Project #3: Formal Research-Based Project. Students will pick a research topic or question from the course and write an annotated bibliography and paper proposal: 1-2 page proposal with 4-6 item bibliography. They will then write a research-based project based on their proposal and annotated bibliography. (5-7 pages).
- Project #4. Academic Literacy Narrative. Students will compose an academic narrative on their learning about writing over the course of the semester, integrating the narrative with research on the kind of writing performed in their major. This assignment can stand alone as a separate project, or students can use this narrative as their final portfolio letter.
- Core Curriculum
- JCU Faculty Writing Tips for Students
- Model Writing Assignments for JCU Faculty
- This page will be an ongoing work-in-progress as faculty contribute their own tips and resources.
These writing workshops at JCU offer faculty and other participants effective strategies in teaching writing. Workshops can be designed for a number of specific purposes and instructional concerns. Contact email@example.com for further information.
Calendar of Events for 2023-2024:
- "Style and Voice: Nurturing Disciplinary Expression in the Writing Classroom" Monday, 9/18, 12:00-12:50
- "Chat about ChatGPT: Join Us for an Idea Exchange." Tuesday, 10/3, 12:30-1:30
- "Becooming Part of a Larger Conversation: Exploring How Students Connect to and Integrate Sources." Tuesday, 10/24, 12:30-1:30
- "All Aboard! Promoting Student Engagement through Learning Stations." Lunch and Learn with Julia Karolle-Berg, Ph.D. Tuescay, 11/14, 12:30-1:45.