Summary of Resources and References



Return to the Writing Intensive
Faculty Workshop main page ​​​

Resources

A Google Doc Containing Sentence Templates for They Say/I Say

Early Frequent Assessment

Editing-oriented Versus Revision-oriented Feedback (PDF)

Guidelines for Writing Intensive MCS Submissions

Indiana University, Bloomington. "Classroom assessment techniques: Specific methods."

Introduction to Course Syllabus Design

Syllabus cover page 1
Syllabus cover page 2
Syllabus cover page 3
Syllabus cover page 4

List of Existing WI Courses (See pages 2 & 3 in PDF)

Master Course Syllabi Repository​​

National Council of Teachers of English. (2013) "Formative assessment that truly informs instruction."

Northern Illinois University, Faculty Development and Instructional Design Center. "Formative and summative assessment."

Permission to Use Student Work Handout

Prepared Quizzes  (Suggestion for Blackboard administration: Give students 2 to 3 attempts to achieve 90% mastery or higher. Instructors are responsible for proofing/editing item banks prior to uploading.)

  • In-class 7 item T/F Plagiarism Quiz to Sign
  • Plagiarism 20 item T/F item pool for Blackboard
  • Basic Punctuation 80 item MC item pool for Blackboard
  • Paragraphs and Transitions 20 item T/F item pool for Blackboard

Tools for Commenting on Student Work (PDF)

Content you can post online for students to review at home: 


Working with International Students App.pdf

Refe rences

Alred, G. J., Brusaw, C. T., & Oliu, W. E. (2012). Handbook of technical writing (10th ed.). New York, NY: St. Martin's Press.

Bean, J. C. (2011). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom (2d ed.).  San Francisco, CA: Jossey-Bass. 

Benz, B., Kinyon, K., Leake, E., & Schonberg, E. (2014). Guide lines for responding to the writing of international students. University Writing Center Newsletters, University of Denver.

Berninger, V. W., Fuller, F., & Whitaker, D. (1996). A process model of writing development across the life span. Educational Psychology Review, 8, 193–218.   

Bond, K., & Scudamore, R. (2010). Working with international students: A guide for staff in engineer ing. Leicestershire, UK: Higher Education Academy Engineering Subject Centre.

Brockman, E., Taylor, M., Kreth, M., & Crawford, M. K. (2011). What Do Professors Really Say about College Writing? English Journal, 100(3), 75–81.

Central Michigan University. (2015). Central Michigan University curriculum authority document.  (Authorized CMU users only)

Council of Writing Program Administrators. (2011). The framew ork for success in post-secondary writing. Retrieved from http://wpacouncil.org/framework

Graff, H. J., & Birkenstein, C. (2014). "They Say / I Say": The Moves That Matter in Academic Writing (Third Edition edition). New York: W. W. Norton & Company.

Hesse, D. (2016). Working with international st udent writers . University Writing Center Newsletters, University of Denver.

Light, Richard J. 2001.  Making the most of college: Students speak their minds.  Cambridge, MA: Harvard University Press.

National Council of Teachers of English. (2004). NCTE beliefs about the teaching of writing.

Pinker, S. (2014). The sense of style: The thinking person's guide to writing in the 21st century. New York, NY: Viking. 

Robertson, W. (2005). Writing across borders . Oregon State University's Center for Writing and Learning.

udluniverse.com. (2014). Research brief: Importance of key aspects of course design to students.

United States Department of Education.  The Nation's Report Card .​​

Writing Center, University of North Carolina at Chapel Hill. (n.d.). Revising drafts.