The Writing Center offers a variety of resources for Faculty and Staff. These include:
Writing Center Introduction
The Writing Center Introduction takes about 10 minutes, during which one of our consultants will inform your students about the services the Writing Center has to offer them, what they can expect from a visit, our hours and locations, and answer any questions they may have.
The Writing Center offers general classroom workshops, and ones specifically tailored to your class and assignment. A writing Consultant will meet with you ahead of time in order to insure we design a workshop that meets the specific needs and goals of your class. Past workshops have ranged from the general (such as MLA overview, college level writing basics) to the specific (such as how to write reviews of literature, composing annotated bibliographies).
Examples of Workshop topics we offer include:
The Writing Center offers consultations to faculty members as well as students. Whether you're working on a conference paper, publication, assignment instructions, business correspondences, UCAR submissions, or a host of other writing needs, our consultants can provide feedback. Each consultant holds a masters or doctorate and years of experience teaching at the university level.
Please contact Danielle Rado at Danielle.Rado@jwu.edu or (303) 256-9416 to schedule a visit. Or, make an appointment by following the link on our homepage or stopping by the Writing Center. For consultations, please specify the location in the Memo section.
Few things facilitate a student’s learning better than direct interaction with a professor. For many of us, this often comes in the form of written feedback on a student’s assignment. But students can easily become discouraged by minimal or vague notes, leaving them to wonder where they went wrong or where to start revising. They also can be overwhelmed by an over abundance of feedback, leaving them to wonder where to begin. Follow the tips below to avoid frustration for both you and the students.
It's a common misperception that all types of plagiarism are the result of a willingness and intention to deceive. In fact, the main causes of plagiarism have to do with a student's misunderstanding of the material or assignment, or poor time management skills. While these things still remain the responsibility of the student to identify and correct, there are steps we can take as instructors to help guide our students through the often unfamiliar research process.
These tutorials and quizzes can help students review the material. Each takes only 10 to 20 minutes:
A student's failure to understand the conventions of MLA, APA, etc. does not necessarily mean the student has intentionally plagiarized. These citation methods are part of a complex rhetorical act that require knowledge of the discipline and its conventions, including how the field values, makes, and represents knowledge. Without such an understanding, citation styles can seem like an arbitrary list of rules. But again, failure to give credit in appropriate MLA style, for example, does not equate with plagiarism. Before we suspect plagiarism, we must take a look at the entire text to see if the student is acknowledging the source in some other way. Read more about the causes of and preventing plagiarism.