1. + Cline Library Research and the Interdisciplinary Writing Program Northern Arizona University Strengthening Student Writing Grading Writing and Research Assignments Plagiarism Better Writing Better Research Wendy Holliday Chase Edwards Claire Seel Nancy Barrón

2. + Student Writing Possibilities include: Better writing and better research Students gauge the importance of writing by the course materials and what the professors’ say “I’ll pay attention to your content. Just write well enough….” Few students will put in the proper time into their writing and research if they believe that the professor doesn’t care.

3. + Strengthening Student Writing Integrate Research Synthesize, Summarize, Paraphrase, and Direct Quotes Find Research that meets assignment objectives—building credibility, supporting claims or engaging the readers’ emotion Organization Introductions, Thesis Statements, Hypothesis and Positions Transitions, Topic Sentences, Synthesis of Research Format, Language, Punctuation and Grammar Expectations and Examples Understanding Relevance and Importance

4. + Cline Library THINKING ABOUT RESEARCH RHETORICALLY

5. + Cline Library [Students] cite sentences rather than sources…One must then ask not only whether the writers understood the source itself but also whether they even read it. As teachers – and as writers ourselves – we are not unfamiliar with the quote-mining approach…But the absence of summary, coupled with the exclusive engagement of text on the sentence level, means that readers have no assurance that the students did read and understand. Citation Project Howard, R. M., Serviss, T., & Rodrigue, T. K. (2010). Writing from Sources, Writing from Sentences. Writing & Pedagogy, 2(2), 177–192.

6. + Format versus Information From analysis of chat research question transcripts, 2014, Cline Library

7. + Writing Assignments Think carefully about: Requiring certain numbers of sources. Requiring certain types of sources. Requiring only peer-reviewed sources. INTEGRATING RESEARCH I finished my paper and just need a couple of sources to put in it. I need peer review articles on the prevalence rates of TB. I found my sources but I don’t understand any of them. I need peer-reviewed articles on the prevalence rate of TB. I finished my paper and just need a couple of sources to put in it.

8. + Writing Assignments. INTEGRATING RESEARCH I finished my paper and just need a couple of sources to put in it. I need peer review articles on the prevalence rates of TB. Common learning gaps: Identifying key concepts in sources of information. Summarizing information in their own words. Evaluating the content, context, and value of information for specific purposes. Understanding that scholarship is not about right and wrong answers, but questions and inquiry. They need purposeful instruction and assignments that help them practice and grapple with these issues.

9. + Grading Student Writing

10. + Why a Rubric?

11. + Purpose of Rubric Communicate expectations for an assignment Provide focused feedback on works in progress Grade final products Rubrics encourage faculty to imagine o the final product AND o to articulate to the students what an excellent, acceptable, and poor example looks like. The discipline determines the overall writing expectation. The student often believes that there is one universal way to write. A rubric provides a map for your students and Writing Assistants to follow.

12. + Rubrics and Grading o Feedback follows the Rubric’s text o Give scores according to the Rubric o Focus on an area of writing instead of providing feedback on all facets of writing o “For this assignment, I focused on your introductory paragraph and briefly read the rest. Next time, I’ll focus on the topic sentences and your integration of research…”

13. + Grading Writing o Edit high-stakes documents o Provide feedback for all documents

14. + Plagiarism NAU’s Academic Integrity Policy Plagiarism means representing the words, expressions, productions or creative works of another as one’s own in any academic undertaking. It includes, but is not limited to, plagiarism, improper paraphrasing, insufficient citation and self- plagiarism. Plagiarism occurs when a student uses the words of another person or entity without proper citation or permission. It also includes improper paraphrasing, or making a small change to a passage or paper without appropriate citation. Self- plagiarism involves using one’s own words from prior work without proper citation and permission of the instructor. Please ensure you get permission from your instructor before using your own work from a previous assignment, even if in a different course or subject matter.

15. + Reasons for Plagiarism Plagiarism is often defined simplistically “Cheater. Don’t do it.” Some students may try to take a short cut Most students, however, do not If we acknowledged all secondary sources, when do we stop citing our thinking? See our nifty handout for more reasons for student plagiarism!

16. + Cline Library Resources Subject Librarians Every department has one! Subject Librarians Instructional workshops, class sessions, and online materials. Instructional Design: From Outcomes to Assessment Individual consultations for your students.

17. + IWP Resources Workshops and Guest Speakers Coming Soon! University Writing Commons  M-TH, 9 a.m. through 7 p.m.  Friday, 12-3 p.m.  Sunday, 3-7 p.m. Curriculum Course Design Make an appointment!

18. + Of course we care “Always use complete sentences with professors. Even when texting!” “grt. thx.” Hold the bar high and your students will learn to meet you there. Student was toldProfessor

19. + Thank you “The job of an educator is to teach students to see the vitality in themselves.” — Joseph Campbell