As our understanding of what writing might entail increases, we find concurrently that we practice a more complex pedagogy.

The following online materials are intended to support faculty in assigning and assessing student work in writing, speaking and working with visual imagery in courses across the curriculum.

Academic Integrity

• Defining and Avoiding Plagiarism: The WPA Statement on Best Practices/Council of Writing Program Administrators; incorporating critical sources; designing the research assignment; very usefully details the differing responsibilities of administrators, faculty and students in approaching the issues entailed therein. 
• Sandra Jamieson and Rebecca Moore Howard, "Rethinking the Relationship Between Plagiarism and Academic Integrity" (2019) suggests what the current discussion around academic integrity has become in writing pedagogies.
• The Citation Project: a multi-institutional inquiry into issues of academic integrity and writing practices; an ongoing research project that has discovered that the ability to manage sources responsibility in fact depends upon the ability to read critically.
• Joel Bloch, "Plagiarism across Cultures; Is There a Difference?" from Originality, Imitation, and Plagiarism; Teaching Writing in the Digital Age (2008), ed. Caroline Eisner and Martha Vicinus.

The Elements of Academic Writing

• Gordon Harvey, A Brief Guide to the Elements of the Academic Essay, Harvard Writing Project (2009)); used broadly throughout writing programs to establish a common vocabulary in which to describe the academic essay. 
• Tom Deans, "Teaching Counter Argument" (2004); introduces a key element for students in understanding the academic essay as entering into a critical conversation. 

Designing Writing Assignments

• ""Designing a Syllabus According to the Writing Assignments"; "reverse engineering" in course design to develop a viable writing pedagogy. 
• "Designing Writing Assignments and Assignment Sequences", Katherine Gottschalk and Keith Hjortshoj, The Elements of Teaching Writing; brief but substantive discussion of issues entailed in the construction of a clear and intentional sequence of written assignments. 

Designing Speaking Assignments

The following describe practices which both prepare students for oral presentations and help instructors to evaluate these presentations:

• Hilary Oakes, "Introducing Expectations for Oral Presentations: A 55-Minute Lesson Plan" 
• Tyler Bradway, "Questions to Ask Yourself When Preparing an Oral Presentation" 
• Barnard Speaking Fellows - Coaching Guidelines 
• Matt Ruben, Assessment and Evaluation; contains materials for self-evaluation, peer evaluation, and instructors' evaluations. 
• Michelle Deal, "Twelve Pretty Cool Ideas for Speaking in Courses"

Workshops & Tutorials

• Katherine Gottschalk and Keith Hjortshoj, "In Class Revision" and "Methods for Structuring Peer Review" from The Elements of Teaching Writing (2004) and John Bean, "Using Small Groups to Coach Thinking and Teach Disciplinary Argument" from Engaging Ideas (2011) set forth the basic princi[ples of peer review and its significance to the practice of writing. Gottwchalk and Hjortshoj claim that "more than any other practice" peer review enables students to see writing as process and to understand how crucial revision can be to that process.
• And an interesting post about group work in writing made to the online site Edutopia from a long-time teacher of high school English, Jodi Krulder, "Group Work That Really Works" (July 6, 2018).
• Preparing students for peer review: these two descriptions of what we mean by "peer review" have proved helpful over the years; the first belongs to the English Department proper; the second to Maud McInerney.

Evaluating Student Writing

• Elizabeth Hodges, "Negotiating the Margins: Some Principles for Responding to Our Students' Writing, Some Strategies for Helping Students Read our Comments", Writing to Learn, ed. Mary Deane Sorcinelli and Peter Elbow (1997) 
• Gordon Harvey, "Repetitive Strain: The Injuries of Responding to Student Writing" 

Resources in Visual Literacy and Multivalent Composition

• Visual Literacy; University of California Irvine; a guide to the incorporation of visual imagery in and as academic discourse (citing images; copyright; evaluating images, etc.).
• Tarez Smara Graban, Colin Charlton, and Jonikka Charlton, "Multivalent Comoposition and the Reinvention of Expertise" from Multimodal Literacy and Emerging Genres (2013), ed. Tracey Bowen and Carol Whithaus; a vigorous defense of multimodal work and its pedagogical salience. 

Resources for Teaching Multilingual Speakers and Writers

• Barbara Hall, "Assessing the Work of English Language Learners";  includes both a statistical portrait of the ELL constituency at Haverford, as well as cogent suggestions for working with L2 students, or students for whom English is not a first language.
• "Responding to the Sentence-Level Problems of ESL Students", Katherine Gottschalk and Keith Hjortshoj, The Elements of Teaching Writing; brief (one-page) but cogent strategies to engage with multilingual writing productively. 
• University of North Carolina at Chapel Hill: The Writing Center - Tips on Teaching ESL Students
• ESL Writers; a guide written for peer tutors but equally of value to instructors in evaluating the written work of multilingual students. 
• Mark Roberge - "Understanding and Supporting Multilingual Academic Language and Literacy Development": see particularly “Understanding students’ language and literacy backgrounds” (slides 8-20) and “Strategies for Working with Multilingual Students Across the Curriculum” (slides 28-36). Requires login.
• Joel Bloch, "Plagiarism across Cultures; Is There a Difference?" from Originality, Imitation, and Plagiarism; Teaching Writing in the Digital Age (2008), ed. Caroline Eisner and Martha Vicinus.

Resources for Teaching Writers with Disabilities

• The Haverford Office of Access and Disability Services describes college policy as it engages students with disabilities. The link to Faculty Resources on that site includes descriptions of different categories of disability and best practices in teaching inclusively on the page Disabilities and Teaching Strategies. See also Universal Design for Learning.
• CAST: About Universal Design for Learning
• National Center on Universal Design for Learning: Universal Design for Learning Guidelines; engages the science of brain activity to describes different modes of instruction that accommodates all students.
• Writing Problems Common for Students with ADHD
• Strategies to Improve Writing Skills in Students with ADHD
• Dyslexia Plus:  identifies briefly several types of neurodiversity
• Dyslexia at College:  Essays and Other Written Assignments:  a guide to writing practices adapted to neurodiversity