Read on for tips and information about how to teach phases of a writing process.
Teaching Argument
Hand-out on Thesis Statements and Arguments
Developed by Assistant Professor Josh Corey, summarized from Diane Hacker’s Writing About Literature. Presents concepts and examples for theses, as well as a discussion on forms of argument.
Teaching Students to Read Analytically in Order to Write Analytically
A practical tool with tips and strategies for helping students move from analytical reading to reading-to-write notes, evidence charts, and topic sentences.
Teaching Students to Edit for Grammar and Style
An extended chart containing common errors, examples, tips and references, and links to online exercises.
Accompanied by explanations and references to Strunk & White’s Elements of Style.
A chart detailing three different approaches to grading grammar and suggestions for how to combine them.
Teaching with Response Papers
Contains a discussion of the concept of the response paper, its specific use at Lake Forest College, strategies to re-focus the response paper, and tips on assigning it.
Assignment Design Models and Tips
General suggestions to improve the overall clarity and effectiveness of written assignments.
A short list of key elements to include in short assignments.
- Informal Writing Assignments
Examples of informal writing exercises to help students brainstorm and move toward drafting.
Supporting International and Bilingual Students
Faculty members can better meet their international and bilingual students’ needs by understanding the ways in which English language learners relate to and work with language.
Faculty members can support their students’ visits to the Writing Center by doing the following:
Giving clear expectations and feedback about writing assignments.
Student clients set the goals for sessions. The more information—written assignment expectations, your comments on drafts, class notes with writing tips and information—student clients bring to their appointments, the better the sessions. Clients will be advised to consult with professors and schedule follow up appointments if assignment or revision expectations are unclear.
Reading and reflecting on session reports.
After every session, tutors write a brief report detailing goals and strategies covered during the session. Students choose whether or not to have the reports sent to course instructors. For required appointments, remind students to have tutors send the reports.
These reports will be sent directly to your email, thus helping you track student progress on writing assignments. You can also read the report for trends, reflect on your assignment’s clarity, and use the report to develop supplementary materials for the course.