Faculty Resources

• Goals of Writing Enhanced Courses
• Hallmarks of Writing Enhanced Courses
• Proposing a New Writing Enhanced Course
• List of Writing Enhanced Courses
• So, You're Teaching a First Year Seminar...
• Using Peer Groups
• Using Portfolios in a Writing Enhanced Course
• Writing Assignments in Writing Enhanced Courses
• Writing to Learn and Communicate in Writing Enhanced Courses

• AntiRacist Initiatives and Learning Assessment (AAC&U 2022, presented by Duke University)
• “Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future" (Inoue, Asao)
• "White Fears of Dispossession: Dreyer's English, The Elements of Style, and the Racial Mapping of English Discourse" Special issue of Radical Teacher.
• Anti-Racism Pedagogy Guide: Resources to use in the Classroom University of Southern California (current) (includes sections on pedagogy and whiteness; antiracism and allyship in the university)
• "Classroom Writing Asssessment as an Anti Racist Practice: Confronting White Supremacy in the Judgments of Language" (Inoue, 2019)
• "Post Colonialism and the Idea of a Writing Center" Anis Barwashi and Stephanie Peldoswki. Writing Center Journal (1999)
• "Bias in the Writing Center: Tutor Perceptions of African-American Language" Nancy Wilson. Included in Writing Centers and the New Racism: A Call for Sustainable Dialogue and Change (2011)
• "Writing Centers as Braver Spaces" The Peer Review.
• Conference on College Composition and Communication (1988). CCCC guideline on the national language policy.
• Conference on College Composition and Communication (1974). Students’ right to their own language. College Composition and Communication, 25(3), 1—35.
• Conference on College Composition and Communication (2020). This ain’t another statement! This is a demand for black linguistic justice! Daiker, D.A. (1989). Learning to praise. In C.M. Anson (Ed), Writing and response: Theory, practice, and research (pp. 103-113). NCTE.
• Diab, B., Ferrel, T., Godbee, B., & Simpkins, N. (2016). Making commitments to racial justice actionable. In F. Condon, & V.A. Young (Eds.), Performing antiracist pedagogy in rhetoric, writing, & communication (pp. 19—40). The WAC Clearinghouse; University Press of Colorado.
• Greenfield, L. (2011) The “standard English” fairytale: A rhetorical analysis of racist pedagogies and commonplace assumptions about language diversity. In L. Greenfield, & K. Rowan (Eds.), Writing centers and the new racism: A call for sustainable dialogue and change (pp. 33—60). Utah State University Press.
• Inoue, A.B. (2016). Friday plenary address: Racism in writing programs and the CWPA. WPA: Writing Program Administration, 40(1), 134—154.
• Inoue, A.B. (2014). Theorizing failure in US writing assessments. Research in the Teaching of English, 48(3), 330—352.
• NCTE/CCCC Black Caucus (2015). NCTE statement affirming #BlackLivesMatter.
• Pimentel, O., Pimentel, C., & Dean, J. (2016). The myth of the colorblind writing classroom: White instructors confront white privilege in their classrooms. In F. Condon, & V.A. Young (Eds.), Performing antiracist pedagogy in rhetoric, writing, and communication (pp. 109—122). The WAC Clearinghouse; University Press of Colorado.
• Young, V.A. (2010). Should writers use they own English? Iowa Journal of Cultural Studies,12(1), 110—118.
• Inoue, Asao B., and Mya Poe. "How to Stop Harming Students: An Ecological Guide to Antiracist Writing Assessment." Composition Studies, vol. 48, no. 3, fall 2020, pp. 14+. Gale Academic OneFile, link.gale.com/apps/doc/A656822421/AONE?u=googlescholar&sid=googleScholar&xid=12651d0b. Accessed 20 July 2022.

Offered by the Online Writing Institute (OWI) and the Council of Writing Program Administrators (CWPA)

• Best Practices for Teaching Writing Online from SLAC-WPA
• Day 1 https://tinyurl.com/CWPA70920
• Day 2 https://tinyurl.com/CWPA71020

• FSEM: Global Citizenship
• FSEM: Kindred Spirits: Women in Literature
• FSEM: Shakespeare and the Analysis of Ideas
• FSEM: School of Business Administration: Management
• FSEM: Computer Science
• JSEM: Religious Studies
• JSEM: Sociology
• JSEM: Psychology
• STAT 440Q Forecasting
• HIST 105 "Modern Western Civilization"
• PSYC 203 "Great Experiments"
• COMM 311 "Classical Rhetoric"

• 2017 Writing and Information Literacy Minimums (recommended for FSEMs)
• August 2013: FSEM Pre-Term Faculty Development workshop packet
• April 2012: FSEM Faculty Development Workshop packet
• August 2011 FSEM Faculty Workshop packet of materials.
• Incorporating Writing into Course Unit Classes. April 2009 workshop
• 2008 "Teaching Conversation" about teaching with writing. Includes example grading rubrics and assessment criteria.
• 2008 "Teaching Conversation" document offering an example rubric for a term paper in any discipline.

• Reading Critically
• How to Read a Paragraph
• Progressive Reading Exercise
• Discussing the Text
• Engaging with the Text
• Reading in the Fishbowl
• How to Write a Summary
• Agree/Disagree/I Have Something to Say
• Reverse Outline
• Reading like a Writer
• The Active Reader Exercise
• The Double-Entry Journal

• Inoue, Asao. Labor-Based Grading Contracts: Building Equity and Inclusion (2019)
• Link includes individual chapters and comprehensive pdf, available via the WAC Clearninghouse at no charge.
• "Space to Grow: Grading Contracts for Basic Writers" (Blackstock and Exton, 2014)
• "A Unilateral Grading Contract to Improve Learning and Teaching" (Jane Danielewicz and Peter Elbow)
• College Composition and Communication Vol. 61, No. 2 (DECEMBER 2009) "Learning Contracts in Undergraduate Courses: Impacts on Student Behaviors and Academic Performance" Frank, Scharff (2013)
• "Taking Time Out from Grading and Evaluating while Working in a Conventional System" (Elbow, Assessing Writing, 1997)

• Jamelske, E. (2009). Measuring the impact of a university first-year experience program on student GPA and retention. Higher Education, 57(3), 373–391. https://doi.org/10.1007/s10734-008-9161-1 
• Kolb, K. H., Longest, K. C., & Jensen, M. J. (2013). Assessing the Writing Process: Do Writing-Intensive First-Year Seminars Change How Students Write? Teaching Sociology, 41(1), 20–31.  
• Lynn, A. N. (2008). Effect of academic content first-year seminars on student engagement in the institutional social system (Order No. 3353092). Available from ProQuest Central; ProQuest Dissertations & Theses Global. (304605805).
• Pickenpaugh, E. N., Yoast, S. R., Baker, A., & Vaughan, A. L. (2022). The role of first-year  seminars and first-year college achievement for undeclared students. Higher Education, 83(5), 1063.  
• Shi, Q., Crooker, J. R., Drum, C. R., & Drake, B. M. (2021). Investigation of the Effect of First-Year Seminars on Student Success. Journal of The First-Year Experience & Students in  Transition, 33(2), 65–95. 

• "What is Writing to Learn?" from the WAC Program at Colorado State University.
• "Write to Learn" from the University of Richmond.

• Preventing Plagiarism (best practices in assignment design)
• Teaching Students to Avoid Plagiarizing (podcast with exercises)

• Carleton College, instituted a writing-intensive curriculum in 2001; part of their program is the writing portfolio.
• "Using Portfolios to Teach Reflective Writing" from Bates College.
• Portfolios for Integrative Learning and Writing AAC&U