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Apply NowWriting Resources for Faculty and Students
The Central Michigan University Writing Center offers a variety of writing resources and style guides for both students and faculty.
Student resources
- Quick Guide: APA Style Tips (PDF)
- APA Presentation (PDF)
- Quick Guide: AMA Style Tips (PDF) -- outdated--revised version coming soon
- AMA Presentation (PDF)
- Quick Guide: MLA Style Tips (PDF)
- MLA Presentation (PDF)
- Quick Guide: Chicago Style Tips (PDF)
- CMS Presentation (PDF)
- Quick Guide: 20 Common Editing Issues (PDF)
- Did I Plagiarize? (PDF)
Faculty resources
- Quick Guide: APA Style Tips (PDF)
- APA Presentation (PDF)
- Quick Guide: AMA Style Tips (PDF) -- outdated -- revised version coming soon
- AMA Presentation (PDF)
- Quick Guide: MLA Style Tips (PDF)
- MLA Presentation (PDF)
- Quick Guide: Chicago Style Tips (PDF)
- CMS Presentation (PDF)
- Quick Guide: 20 Common Editing Issues (PDF)
- To request an orientation or presentation for your class, please email the Writing Center at writcent@cmich.edu. Writing Center consultants are available for classroom presentations during our hours of operation; we are unable to offer workshops and presentations after 5:00 p.m. Monday-Thursday and after 1:00 p.m. on Friday.
Writing intensive course support for faculty
- Why Exploratory Writing (PDF)
- Writing Intensive: Handling the Paper Load (PDF)
- Writing Comments on Papers (PDF)
- Grid for Writing Assignments in WI Courses (PDF)
- Prompt: A Journal of Academic Writing Assignments
- Across the Disciplines
Video presentations
Writing across the curriculum and writing in the disciplines
The CMU Writing Center mission includes working with faculty to support writing across the curriculum (WAC) and writing in the disciplines (WID). WAC/WID programs are based on the idea that writing is both a tool for assessing learning as well as for enhancing and fostering learning, whether for a general education course in psychology or upper-level class in athletic training. Together, WAC/WID refers to creating and using writing assignments that will help students analyze, synthesize and apply course content and information and to develop as writers in college and their chosen professions.
Writing Across the Curriculum (WAC) refers primarily to writer-based, writing-to-learn assignments such as reading, logs, responses, entrance/exit responses, discussion boards, etc. These are usually relatively short pieces (a paragraph to several pages) done in or out of class and focus on students' processing of information more than on the correctness of the writing per se. Given this focus, the pieces may or may not be letter-graded, although the writing should always count as some part of the grade (e.g., it may be part of a participation grade or there may be an ongoing writing grade separate from grades for other exams). Studies show that writing in response to class information and readings helps students process and retain that information. In addition, writing-to-learn assignments give students continued to practice in writing that helps them maintain and improve writing skills and makes writing an important and expected part of their college education. In short, writing to learn supports a university culture of writing as well as learning.
Writing in the Disciplines (WID) recognizes that disciplines (and professions) have differences in the way they use language, including written language. Beyond the obvious differences in terminology, disciplines use different conventions and styles, and students must learn what is expected in writing for a particular discipline. WID-type assignments include reports, article reviews and research papers, which provide examples of disciplinary thinking and writing and give students practice in learning to do the same. WAC and WID assignments can be combined, with writer-based, writing-to-learn assignments leading into reader-based WID-type papers. Such combinations create an assignment scaffold that helps students both learn and develop that learning into a fully graded piece of writing. Studies show that such scaffolding increases learning and improves writing while also preparing students to function as professionals in a disciplinary area.
The CMU Writing Center provides faculty development activities focused on issues of writing and teaching writing. The center coordinates with the Office of Curriculum and Instructional Support staff to provide faculty workshops on teaching and learning with writing. For more individualized support, the center works one-on-one with instructors to develop WAC/WID assignments that will fit their course goals and objectives and to address specific questions or concerns about writing and teaching writing. Center staff also offer some in-class workshops focused on particular areas of writing, e.g., research writing, style guidelines, etc.
While writing, like any language use, can create any number of questions, some usual topics include:
- Assignments: Which types and genres of writing fit with the objectives of my class? What disciplinary differences do students need to know for my class? Should I include peer-review; how/when will it help? How can I teach the style needed without spending a great deal of class time?
- Grading: What should I grade in the writing? How can I use/create a rubric for writing? How can I shorten the time spent dealing with writing/grading? When do I need to give feedback and about what?
- Grammar issues: What is/isn't generally accepted as conventional "grammar" and usage? When/how should I grade for grammar-type problems? How can I "teach" grammar without teaching/knowing about grammar?
Additional information about WAC/WID, and additional URLs, can be found at the WAC Clearinghouse at Colorado State University or the Purdue University Online Writing Lab.