The information below will help you think about how to prepare for class discussions, teaching reading and research, grading student papers, and dealing with challenges such as plagiarism. For suggestions on teaching writing of the argumentative paper, go to "Teaching Argumentative Writing."
- Leading Generative Discussions, from the “GSI Teaching Guide”
- Getting Students Involved
- Encouraging Student Participation in Discussion, chapter from Tools for Teaching
Grading Written Work
Below you’ll find very helpful information and ideas about grading written work. We also recommend that you look at the statewide scoring guide for the Analytical Writing Placement Exam, because it provides good general guidelines you might want to adapt to your own courses. There are so many issues involving grading that it’s impossible to cover them all here, and you should discuss grading with other members of your department.
- Grading Student Work, from the “GSI Teaching Guide”
- Grading Essays from the “GSI Teaching Guide”
- Evaluating Written Work, p. 13 of Encouraging Student Writing
- What Grade Notations are Used at Berkeley?
Teaching Critical Reading
The “reading” part of the Reading and Composition requirement is often taken as a given, when in fact many students are not as effective readers as we expect or as they need to be—especially in their ability to read critically. Instructors often need to practice “close reading” with their classes to give students a sense of “active” reading strategies that lead to engaged, critical reading.
- Digital Reading: Challenges and Opportunities, from Michael Larkin and Donnett Flash (College Writing Programs, Lecturer Teaching Fellows Project 2013-2014)
- Strategies to Promote a Deep Approach to Reading, from Tomorrow’s Professor Listserv, a teaching resource we heartily recommend
- Teaching Students to Read Critically, from GSI Teaching Resource Center
- Choices: The Ingredients of Texts from criticalreading.com
- Critical Reading Towards Critical Writing from the University of Toronto Writing Program
- Logical Fallacies from St. Cloud State Literacy Education Online
- How to do a Close Reading from the Harvard Writing Center
- Guiding Research Papers(link is external), from the “GSI Teaching Guide”
- Sample R&C Research Project and Final Product, from teaching.berkeley.edu
- Effective Assignments Using Library and Internet Resources(link is external), from The Library
- Critical Evaluation of Resources(link is external), from The Library
- Research Instructional Support(link is external), from The Library
- Online Library Workshop(link is external)(link is external), from The Library
Dealing with Plagiarism
Most academic writing involves writing about texts, so the R&C course should teach students how to integrate sources into their own writing appropriately and smoothly. In addition, while we don’t want to downplay the prevalence or seriousness of plagiarism, we can say that writing instructors can go a long way towards preventing it by carefully crafting assignments to be 1) integral to the theme and readings, 2) engaging to students, and 3) contain scaffolding assignments so that you can see the various stages students have gone through. Some instructors ask students to submit a packet of all preparatory materials, the final paper, and a “reflection” piece on the writing of the paper.