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Resources for Faculty

Harvard Study of Undergraduate Writing

Harvard’s four-year “study of undergraduate writing . . . experiences of 400 students [class of 2001] . . . to gain a better understanding of the role writing plays in a college education and to compose as complete a portrait as possible of the college writing experience.” Provides links to a summary of the research results and a short video, Shaped by Writing , you can download at your desk: Harvard Study


Crafting Effective Writing Assignments

Advice on developing assignments that meet your teaching goals, a check sheet for instructors, and samples of writing assignments: What Makes a Good Writing Assignment?


Ideas for Short Writing Assignments

Under”Faculty Handouts,” read about assignments that “Require No Out of Class Time [for the prof.],” “Minimal Out of Class Time,” and so on. Fresh approaches to using writing to promote critical thinking, organized to suit faculty workload concerns: Ideas for ungraded and quick-to-assess writing assignments

Ideas for short in-class writing activities to improve learning and model writing as a tool for thinking: In-Class Writing Activities


Peer Review

How to develop feedback forms for students to review classmates’ drafts and papers. Geared to writing in political science but easily adapted to suit other disciplines and programs: Questions to Guide Peer Review

Peer review guidelines for students from the Bates Biology Department. Adaptable to other natural and social sciences: Peer Review Guidelines


Responding to and Grading Student Writing

Includes a list of priorities for reading students’ drafts and papers as well as tips on making comments: Responding

Tackles some of the myths about evaluating students’ papers and offers concrete examples of faculty comments: Responding to Student Writing

From the Bok Center, provides “a sense of criteria for grading papers” by categorizing the role of “thesis, use of evidence, design (organization), and basic writing skills (grammar, mechanics, spelling)” in assigning grades to students’ written work:Grading Guidelines


Academic Integrity and Plagiarism

The College’s official policy on academic integrity, including plagiarism: Bates College Statement on Academic Integrity

The Bates Guide to Working with Sources is a practical, student-friendly teaching tool with information about using sources effectively, not just correctly. The Guide includes examples, FAQs, and suggested resources.

Colby-Bates-Bowdoin Plagiarism Resource Site is especially concerned with news, developments, and resources that consider the issue in the context of undergraduate teaching and learning”: CBB Plagiarism Resource Site

Provides information on plagiarism and discussion about instilling in students respect for academic integrity: The Center for Academic Integrity of the Kenan Institute for Ethics at Duke

Anti-Plagiarism Strategies for Research Papers by Robert Harris. Information about detecting plagiarism as well as ideas about ways to make students responsible for doing their own research: Anti-Plagiarism Strategies for Research Papers

Ladd Library page, Reference and Research Resources. Under “Writers’ Resources,” links to citation manuals and information for students aboutdistinguishing between scholarly and popular sources and evaluating WWW sources (from the CBB/IT Consortium): Writers’ Resources


Writing in the Natural Sciences and Math

Extensive material developed by members of the Biology Department and Seri Lowell, Writing Specialist in the Sciences. Applicable to other sciences and to interdisciplinary courses. If your students are not aware of this site, please call it to their attention: How to Write A Paper in Scientific Journal Style and Format: Table of Contents Bates College


Poster Sessions and Presentations

Seri Lowell’s excellent handout on the “keys to a successful poster,” including advice about why posters fail and “sweating the details” to create a well-designed poster: Preparing a Successful Poster


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