University Writing Teaching Library
Resources for teachers working with University Writing
Teaching writing is a collaborative endeavor. We learn from each other just as much as we learn from reading, researching, or teaching itself. This library has been constructed to make our collaborations as teachers of Writing 150 (and Advanced Writing) more productive. Here we’ll share resources and collect the best ideas from everyone.
The broad categories below (and the navigation menu above) can help you see how the site is organized. If you’re looking for something specific, you might try the search function or the tag cloud at the bottom of the page.
Major Assignments
Here you'll find assignment sheets, models, and assessment rubrics for the major assignments for Writing 150.
Readings Portal
Here you'll find a collection of curated readings that you might assign and analyze in your classes.
Advanced Writing Online Text
This electronic, open-source textbook is suited for Advanced Writing courses and is available for any instructor to use (in whole or in part).
Training Week Materials
On this page, you'll find links to materials from the August training week.
Program Documents and Materials
We've collected important documents that are standard across the program. You can also click here to access training materials from the August training.
The Draft Website
Each year, we sponsor a contest that collects some of the best student writing from our WRTG 150 courses. We encourage you to use these papers as models and examples for your classes.
Online Teaching Resources
With the COVD-19 closures and changes for campus courses, we've gathered several resources that we hope will be valuable as you plan to transition to an online format and teach those classes.
Lesson Plans and Teaching Resources
Below you’ll find collections organized around the learning outcomes for Writing 150. These collections include specific lesson ideas as well as general resources that might be useful for addressing each of these learning outcomes in your classes.
Rhetorical Knowledge
Students should demonstrate that they can focus on a well-defined purpose in writing, write clearly for a specified audience, use conventions of format and structure appropriate to the rhetorical situation, and adopt a voice, tone, and level of formality suited to the purpose and audience.
Processes of Writing
Students should develop productive and flexible individual and collaborative writing processes, including prewriting, drafting, revising, editing and proofreading.
Critical Reading
Students should be able to read and evaluate written materials from a variety of genres.
Processes of Library Research
Students should demonstrate that they can locate and evaluate print and electronic sources and use these sources to write a documented research paper.
Knowledge of Conventions
Students should demonstrate their knowledge of the following: common formats for different kinds of texts; genre conventions ranging from purpose and structure to tone and mechanics; methods of documenting borrowed information; and conventions of edited syntax, grammar, punctuation, and spelling.
