The Writing Center is not just for students!
Keep an eye out for announcements on faculty development workshops on topics such as effective discussion board prompts, "plagiarism-proof" assignments, and more.
Please also use the navigation above to view information on a standardized writing rubric you can adopt for your own courses as well as information on the types of presentations the Writing Center team is prepared to deliver to your classes.
The use of a standardized writing rubric can help make grading more consistent and objective, and it can help students understand the criteria determining their grades. For general essays and research papers, please consider the use of this standardized rubric:
Writing Rubric (v.2.0)
|
Criteria |
1 |
2 |
3 |
4 |
|
Purpose
40% |
Work does not address purpose or assigned task. |
Work demonstrates minimal understanding of purpose and assigned task. |
Work demonstrates understanding of purpose but may neglect some aspects of assigned task. |
Work demonstrates a thorough understanding of purpose and is responsive to all aspects of assigned task. |
|
Content
30% |
Work lacks engagement with appropriate, relevant content, ideas, and evidence. |
Work is inconsistent in use of appropriate, relevant content; development of ideas and presentation of evidence are minimally effective. |
Work uses appropriate, relevant content; attempts at developing ideas and presenting evidence are largely effective. |
Work effectively integrates appropriate, relevant content; ideas are well developed; evidence is presented in a clear, logical manner. |
|
Readability
20% |
Errors create significant ambiguity and make work difficult to understand. |
Work demonstrates capable use of language that is generally clear; some errors interfere in comprehension. |
Work demonstrates strong command of language; minor errors do not interfere in comprehension. |
Work demonstrates skillful command of language and clear writing that is virtually free of errors. |
|
Documentation
10% |
Errors reveal minimal effort or understanding of APA documentation and formatting. |
Work demonstrates an attempt at APA documentation and formatting; however, contains numerous errors in documenting evidence. |
Work demonstrates strong understanding of APA documentation and formatting; minor errors in documenting evidence. |
Work demonstrates mastery of APA documentation and formatting. All evidence is documented appropriately. |
To import this rubric into Blackboard, see the attachment below.
The Writing Center team is available to assist faculty with classroom presentations on a variety of topics:
Custom presentations can be designed for other needs—just get in touch: writingcenter@mariacollege.edu.
12 Ways to Support the ELL Student in Your Class
While English language learners may demonstrate basic English communication skills and seem fluent in English, acquiring higher-level academic English is much more demanding and takes many years of learning beyond those needed for conversational English. English language learners may not let you know that they do not understand your lectures or content, and as a professor, you may not realize there is a language barrier. Here are a few tips to help support English language learners in a higher education classroom. The educator’s goal should be for them to be able to comprehend your content and demonstrate their understanding both in class and with assignments.
Speak slower and repeat key information or words. This is the #1 request from English language learners. You may also want to slow down the speed of any multi-media presentations you give as well (and possibly use closed captions).
Increase your waiting time for answers. English language learners need more time to process what they have heard and then formulate an appropriate response in English.
Use multiple modalities. Use images or multi-media when presenting information. Many times, an English language learner will understand a concept if presented with images.
Write key terms on the board or provide them in a handout. This is extremely helpful for all learners, but especially English language learners. Also, having the correct spelling of a word will help them with recognizing the word later in print.
Promote classroom interaction with peer-to-peer work. This is a common technique in secondary classrooms and will help your English language learner to express themselves, which often happens more in a smaller peer group.
Link to background knowledge. Ask students what they already know about a topic. Their input can give you information on what they already know. They may also be able to share some insights from another culture, which could add to the overall learning experience for everyone.
Use bulleted or numbered lists to present related information. Reading text in paragraphs is more difficult to parse than if that same information is presented in a list format.
Check for understanding. You may or may not even be aware that a student is an English language learner because they will often not let on that they do not understand what you are saying or what they are reading. You may have to check to see if understanding is taking place.
Provide both written and verbal instructions or information. Learning English requires learning to listen, speak, read, and write in English. These skills are often not developed evenly, so some students may be strong in reading, but not in listening, and vice versa.
Avoid slang or idiomatic expressions or explain them when you do. This is difficult because so many expressions are automatic, and we are not even aware of them when we use them. If you find yourself using an idiomatic expression or slang, pause and explain it.
Allow ELL students to use their phones for translating, if needed. Many times, English language learners use Google translate to help them with difficult passages of text or unknown words. Check to see if that is why they may be using a phone in your class.
Refer them to an Academic Success Coach for additional support (be sure they understand how to book a session). The Student Support center has a certified ESL instructor that can help your students with their assignments. Also, the ESL instructor is available to consult with you regarding an English language learner you are working with.
— Jamaine Bell
Writing Across Borders
Faculty might find the short documentary Writing Across Borders, produced by Oregon State University, to be interesting and insightful. From the film's description:
Writing Across Borders is a film for anyone who works with international students in a writing environment. Its purpose is not to provide easy answers but rather to consider day-to-day practices in new ways. Through interviews with students and professionals in the field, the film encourages us to ask the following questions: How does culture play out in writing, and how are our expectations shaped by cultural preferences? How do we assess international student writing when we have to grade it alongside the writing of native speakers? And how can we think about surface errors in a fair and constructive manner? What kinds of teaching and testing practices disadvantage international students and which help them improve as writers?
View the film below.
Appointments can be booked online through the Penji scheduling system. Log in with your MyMaria email credentials and select an appointment type.
See the "Book an Appointment" page for a step-by-step guide to scheduling time with an Academic Success Coach.
Matt Galletta
Director
mgalletta@mariacollege.edu
Jamaine Bell
Academic Success Coach in Writing and ELL
jbell@mariacollege.edu