Do your students struggle with citing sources in their writing?

Although we, as teachers and scholars, often think of citation as a straight-forward process that only requires students to mimic a form in a handbook, citing sources can be a daunting task for students.

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In case you missed our grammar workshop last week (Grammar 101: Effectively Addressing Surface Errors in Student Writing), we’ll pass on several strategies that we discussed which can help you address surface level errors in student writing: (more…)

Are you ever left class wondering whether or not students understand a course concept or a day’s reading? Would you like students to think about course concepts and readings in a more sustained way? Would you like students to be more conscious about their writing process? (more…)

This Halloween workshop, “Plagiarism Doesn’t Have to Be Scary”, was an exploration of the broad contexts of ethics and writing in disciplinary courses. I thought about convincing some of my staff to dress up as “plagiarizing zombies” that we could vanquish at the beginning of the workshop. Thankfully, I thought better of it. Or maybe I just chickened out. (more…)

Since we have a lot to say on this topic, I’m going to divide our summary of the workshop on this into two posts, beginning with my introductory remarks, and then following with an overview of what was shared by our guest presenters, Vicki Daiello from the Department of Art Education and Professor Scott Dewitt of the Department of English. (more…)