Schools of Graduate and Professional Programs / Writing CenterFaculty Resources
The Writing Center and Support for Faculty
Writing Center staff are available to faculty. We will help develop writing assignments, give tips on commenting on student writing, answer your APA or other writing questions, and assist you with your own writing needs. We also work with CELT to provide webinars on assignment design, teaching and learning APA, using SafeAssign, commenting and grading efficiently, and more. The webinars and resources are archived here.
In addition to the resources provided on our website, you will find some commonly asked questions and resources for your course below.
How can I refer a student to the Writing Center?
The best way to direct students to the Writing Center is by sharing this information with your students:
Writing Center consultants are available by appointment Monday through Saturday to help students with writing assignments. Our consultations are by appointment only. Please visit tcwrite.smumn.edu and click on “Appointments/Workshops” to register and log in to our online calendar. For more information call 612-728-5154 (toll free 866-437-2788, ext. 5154) or e-mail firstname.lastname@example.org.
Our services our confidential, but students may request copies of our session notes. They are free to share these with you as proof that they met with us. In some limited cases involving plagiarism, our staff may discuss our sessions with faculty and program directors. See our policies for more information.
Can I require a student to visit the Writing Center for credit or extra-credit?
While we appreciate your promotion of the Writing Center, we cannot support required consultations. We do not have the staff or resources to support required visits, even for a limited number of courses. Required visits may prevent those students who voluntarily seek writing assistance from getting it. Additionally, some (not all) students are less invested in a consultation when they meet with us to fulfill a requirement rather than improve as writers.
To encourage your students’ use of the Writing Center, we suggest you schedule a class visit from a Writing Center consultant. We have found that many students who meet us during a class visit will follow up by making an appointment for a one-on-one consultation. We offer a 5-10 minute orientation to the Writing Center, as well as 30 minute to 1 hour class visits on a range of topics (see “How Do I Request a Class Visit”?). If you are teaching an online course, please share our brief orientation video located on the Writing Center homepage.
Saint Mary’s Extra Credit Policy
“Factors other than those in the student learning objectives and/or about which instruction has not been provided as part of the course may not be considered in the calculation of the grade, unless these are provided in a prerequisite course or are required for admission to the program.”
How do I request a class visit and get e-learning modules for my course?
On Campus Faculty
Writing Center staff are available for a 5-10 min introductory visit to go over the services we provide and for 30 min to 1 hr class visits on the following topics:
- Note-taking for Research Writing
- Paragraph Structure
- Quoting and Paraphrasing
- Top Five Grammar Errors
For the longer visits, students will be expected to have previewed the corresponding e-learning module (available below) and provide a draft of an assignment or workshop.
Requests for class visits should be made at least 2 weeks in advance.
To schedule a class visit or for support with another aspect of teaching writing, please contact the Writing Center at email@example.com or 612-728-5154.
If you are teaching an online class, please see our e-learning modules below. For an overview of our services, refer students to our introductory video.
E-learning Modules to use in your Classroom
The following are e-learning modules developed for use in your classroom:
- Organizing and Synthesizing Research
- Quoting and Paraphrasing
- Top 5 Grammar Errors
- Avoiding Plagiarism
- Making the Classroom Work For You (A module for developing resume’s and cover letters)
- APA Self-Assessment (This is a SCORM Module that you can request by contacting us at firstname.lastname@example.org)
How should I format APA-style references for my course syllabus?
As an example to students and for consistency, please list textbooks and recommended readings in APA style on your syllabus. Here is an example:
Ramage, J. D., & Bean, J. C. (2003). Writing arguments: A rhetoric with readings (3rd ed.). Needham Heights, MA: Simon & Schuster.
- Use double-spaced hanging indents for references. For a hanging indent, place the first line at the left margin; indent subsequent lines one-half inch.
- Place elements of an entry in the following order:
- author’s last name, first initial(s);
- year of publication;
- title of book, in italics;
- place of publication, followed by name of publisher.
- End each element with a period.
- Type last name only, followed by initial(s). Do not use first names or titles.
- If no author or editor is provided, move the title into the author position and retain title formatting. Use the term anonymous only when the source uses the term.
- If book is edited and has no author, place the editor(s) name(s) in the author’s position and follow it by Ed(s). in parentheses: Donovan, T. R., & McClelland, B. W. (Eds.).
- If the book has both author and editor, list the editor’s name after the title, initials first: B. Stay (Ed.).
- If the book has more than 7 authors, list the first 6, place …, and the last.
- If the author is an organization, do not abbreviate any part of the organization’s name.
Publications Date Element
- Place year of publication in parentheses, followed by a period.
- If no date is provided, use the abbreviation n.d. in parentheses: (n.d.).
- Italicize book titles.
- Capitalize only the first word, the first word after a colon (indicating a subtitle), and proper nouns: Uncommon sense: Theoretical practice in language education.
- If an edition number exists, place it in parentheses after the title. Use a numeral, not a word, for the ordinal number. Do not capitalize the abbreviation for edition (to distinguish it from the abbreviation for editor). Place the period after the parenthesis to end the element: On writing well: An informal guide to writing nonfiction (4th ed.).
- For books, the publication information consists of city and state (or country) of publication and the publishers name. Punctuation is important to keep components clear: Upper Saddle River, NJ: Prentice Hall.
- Use the two-digit US Postal Service codes for state abbreviations, and spell out country names.
- Do not include superfluous words such as Co., Inc., or Publisher in the publisher’s name.
- If the author and publisher are the same, use the word Author in place of publisher name: American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author.
Call the Writing Center (612-728-5154 or toll free 866-437-2788, ext 5154) with your questions. You can also email us (email@example.com).
How do I avoid copyright issues in my course?
Please see the TC-Library Resources Here
Difference Between Copyright and Plagiarism
Copyright is a matter of law whose intent is to protect original authors from loss rights and revenues of the material they created. Merely citing the source of the copyrighted material does not protect the use from copyright violations. The user must obtain permission from the copyright holder in order to quote from, copy, or distribute the original work.
Plagiarism, on the other hand, is a matter of academic and professional ethics. Plagiarism is the use of another’s material, whether or not that material is copyrighted, without citing the original author. If the plagiarizer uses copyrighted material and makes copies for distribution without permission, then the plagiarizer may also have violated copyright law.
What can I do to prevent plagiarism in my course?
We have a number of resources for faculty and students to prevent plagiarism. You can check out our resources here.
We will also work with students and assist them in learning strategies for avoiding plagiarism. We encourage you to tell your students about these services. Keep in mind that these services are confidential, but in some limited cases involving plagiarism, our staff may discuss our sessions with faculty and program directors. See our policies for more information.