Faculty Resources

Writing to Learn

• Low-Stakes Writing (PDF)

Writing to Engage

Writing in the Disciplines

Why Include (More) Writing In My Courses?

• Integrating Writing (PDF)

Peer Review: Not Just for Writing Workshops

• Guidelines for Students (in Any Class)
• Guidelines for Faculty (in Any Discipline)
• Sample Peer Review Questions

Why Do I Feel Like I Have to Teach Grammar? (OR: Why You Don't Have To)

But Proper Grammar (PDF) is Really Important to Me! (OR: As it Should Be)

Click here to schedule a conversation with Liesl Schwabe, Coordinator of Writing Across the Curriculum.

• Assignment Design: How to Ask for Writing You Want to Read
• Rhetorical Analysis and Using the Readings You (Already) Assign to Support Student Writing
• Revision-Oriented Feedback (PDF)
• Rubrics: Responding Effectively (and More Quickly) to Student Writing

A Brief Guide to Responding to Student Writing (PDF) (Harvard Writing Program)

"Responding to Student Writing (PDF)" by Nancy Sommers

"About Responding to Student Writing (PDF)" by Peter Elbow

Distinguishing between misuse of sources (often unintentional) and plagiarism (often deliberate)

Why Assignment Design Matters for Academic Honesty (Hint: Avoid open-ended topics)

Starting the Classroom Conversation

Beyond Plagiarism

Civic Online Reasoning

Talking Hour at the BCC Writing Center: Casual Conversation for English Language Learners: Wednesdays, 1:00 - 2:00, M-401

Kurzweil 3000 (Document and screen reading softward to which all BCC students have access)

Dictation: Access Microsoft Word through the Web & use the microphone icon for easy dictation.

Serving English Language Learners in Higher Education

Writing Across Borders

Advocating for Multilingual Learners on Campus