University of Guelph Library
Assignment Design
- Some General Principles for Teaching Academic Writing in the Disciplines (PDF –10kb)
- Features of an Effective Essay Handout (PDF – 11kb)
- Planning Assignments to Maximize Student Learning & Minimize Your Workload (PDF – 11kb)
- Designing Assignments- University of Toronto
- Teaching Guides: Designing Writing Assignments - Colorado State University
- Teaching with Writing: Creating Assignments - University of Minnesota
- Integrating Writing into Your Course - University of Minnesota
Assessing & Responding to Student Writing
Academic Integrity & Plagiarism
- The Academic Integrity Tutorial
- Defining and Avoiding Plagiarism: The WPA* Statement on Best Practices (PDF – 56kb) *Writing Program Administrators.
TA Handbooks & Teaching Information
- University of Guelph Centre for Open Learning and Educational Support
- Wilfrid Laurier University TA Handbook
- University of Saskatchewan Gwenna Moss Centre for Teaching Effectiveness
- University of California San Diego Centre for Teaching Development
- Berkeley Compendium of Suggestions for Teaching with Excellence
- Harvard University - Derek Bok Center for Teaching and Learning
- University of Minnesota Center for Teaching & Learning
Writing as a Teaching Tool
- Centre for Instructional Development and Research
- Centre for Teaching and Faculty Development Writing Tools - San Francisco State
Further Reading
Bazerman, Charles. Shaping Written Knowledge: The Genre and Activity of the Experimental Article in Science. Madison, Wisconsin: University of Wisconsin Press, 1988. Available online at http://wac.colostate.edu/books/bazerman_shaping/.
IBID. "The Life of Genre: The Life in the Classroom." In Genre and Writing: Issues, Arguments, Alternatives. Eds. W. Bishop and H. Ostrom. Portsmouth, NH: Boyton/Cook, 1997.
Bean, John C. Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. San Francisco: Jossey-Bass, 2001.
Berkenkotter, C. and T. Huckin. Genre Knowledge in Disciplinary Communication: Cognition/Power/Culture. Hilldale, NJ: Lawrence Earlbaum Associates, 1995.
Carter, Michael. "Ways of Knowing, Doing, and Writing in the Disciplines." College Composition and Communication. Vol. 58 no. 3 (Feb, 2007): pp: 385-418.
Cosgrove, Cornelius, and Nancy Barta-Smith. In Search of Eloquence: Cross-disciplinary Conversations on the Role of Writing in Undergraduate Education. Cresskill, NJ: Hampton Press. Inc, 2004.
Freedman, A., and P. Medway, eds. Genre and the New Rhetoric. London: Taylor & Francis, 1994.
Hilliard, Van, and Joseph Harris. "Making Writing Visible at Duke University." Peer Review. Vol. 6 no. 1 (Fall, 2003): pp: 15-20.
Hyland, K. Disciplinary Discourses: Social Interactions in Academic Writing. London: Longman, 2000.
McLeod, Susan H., Eric Miraglia, Margot Soven, and Christopher Thaiss, eds. WAC for the New Millennium: Strategies for Continuing Writing-Across-the-Curriculum Programs. Urbana, Illinois: NCTE, 2001.
Monroe, J. ed. Local Knowledges, Local Practices: Writing in the Disciplines at Cornell. Pittsburg, PA: University of Pittsburgh Press, 2003.
Swales, John. "Language for Specific Purposes." Annual Review of Applied Linguistics. Vol. 20 (2000): pp: 59-76.
Walvoord, Barbara. Helping Students Write Well: A Guide for Teachers in All Disciplines. (Second Edition). N.Y.: Modern Language Association, 1986.
Contact
First Floor
McLaughlin Library
University of Guelph
Guelph, Ontario N1G 2W1