Useful Links for Electronic Writing Across the Curriculum Resources
The OWL at Purdue University (sponsored by Writing Center) provides sources for writers on drafting, revising, editing, citation, etc. It includes resources for teachers as well as guide sheets and activities for student writers. The site is accessible, and offers useful support for students who need more explanation or practice with concepts introduced in class.
The WAC Clearinghouse includes teaching and scholarly resources for developing writing across the curriculum. Many handouts available for use in workshops, inquiry groups, etc.
The University of Wisconsin-Madison WAC site provides a broad range of resources including suggestions for incorporating writing into courses (sequencing assignments in a syllabus, conference with students, response, etc.) and discipline specific examples from faculty.
The writing site at Colorado State offers abundant resources for student writers and instructors. Resources are organized into “collections” around a particular topic. For example, if you need help teaching or engaging in the composing process, the “composing process” collection will give you access to several related resources including “development,” a collection that offers further resources, such as writing guides for including detail (and more) from which you can choose according to your needs. Extensive resources are available for instructors and are organized by discipline or by focus area.
Harvard Study of Writing--In 1997, Harvard embarked on a four-year study of undergraduate writing and the results of this study are located at this address. Nancy Sommers and her colleagues make the statistical results of the study available via hyperlink and also made a 14-minute film version of the study’s findings. Perhaps the most compelling form of data presentation comes in another short film devoted solely for the purpose of response called Across the Drafts. In this 20-minute film, we meet a freshman comp student and his writing teacher conversing about their individual experiences in a writing classroom. Jon (the student) and Tom (the instructor) provide some practical anecdotes and offer some advice as to how to tailor feedback to which students are likely to be receptive.