Faculty Resources

Useful Links & Lists

• Principles of Constructive Feedback
  Maryellen Weimer lays out four key things to keep in mind when giving feedback on writing.

• Ways of Supporting International Writers
  Two ideas from the literature to help international students learn the rules of American Academic discourse

• Responding Online
  This article by Ben Rafoth addresses some best practices for giving written feedback on writing, especially the writing of English Language Learners.

• Helpful Techniques for Multiple Types of Learners
  Ways to understand learning styles and use them to your advantage during writing and research

• Sample Rubrics for Written Assignments

• Workshop Activity & Example Prompts for Reflection/Reaction Papers

• Workshop: Designing Clear Assignment Instructions

  • 1. 1. • Designing Clear Assignment Instructions – Best Practices

          • Workshop Slides: Designing Clear Assignment Instructions

• "About Responding to Student Writing" by Peter Elbow
  A successful writing teacher offers suggestions on how to target feedback to students

• Common Terminology Used in Assignment Instructions

• Analyze – take apart and look at something closely

• Compare – look for similarities and differences; stress similarities

• Contrast – look for differences and similarities; stress differences

• Critique – point out both positive and negative aspects

• Define – explain exactly what something means

• Describe – show what something looks like, including physical features

• Discuss – explore an issue from all sides: implies wide latitude

• Evaluate – make a value judgement according to some criteria (which it would be wise to make clear)

• Explain – clarify or interpret how something works or happens

• Illustrate – show by means of example, picture, or diagram

• Interpret – translate how or why; implies some subjective judgement

• Justify – argue in support of something; to find positive reasons

• List – order facts, attributes, or items in sequence

• Outline – organize according to hierarchy and/or category

• Prove – demonstrate correctness by use of logic, fact, or example

• Review – reexamine the main points or highlights of something

• State – assert with confidence

• Summarize – pull together the main points

• Synthesize – combine or pull together pieces or concepts

• Trace – present an outline or show a sequence or how or why something occurs or happens

*Developed by the Antioch Virtual Writing Center

Here are some tools that you can use when you are drafting and self-editing to avoid unintentional harm and reduce bias in your own writing and in the feedback you offer students. 

APA Style Guidelines:

• APA 7 Bias-Free Language Guidelines [e.g., writing about gender, racial & ethnic identity, etc.]

• AUSB Writing Center handout on APA 7 Bias-Free Language Guidelines

Educational Resources:

Looking to expand your knowledge about equitable and just writing assignments and linguistic justice? Here are some quick readings or videos that you can use to educate yourself about language, privilege, and why language choices matter.

• Readings

  • • Racial/Equity Tools Glossary

    • Conscious Style Guide

    • A Progressive’s Style Guide

    • Pronouns Matter

    • 5 Types of Privilege related to Language [by Melissa A. Fabello, Everyday Feminism]

    • Articles about AAVE (African American Vernacular English) [from Anti-Racism Daily website]

    • Memo To People Of Earth: 'Third World' Is An Offensive Term! [by Marc Silver, NPR)]

    • 8 Harmful Examples of Standard American English Privilege [by Andrew Hernandez, Everyday Feminism]

    • Mock Spanish: One Type of Racism In American English [by Jane Hill, linguist]

    • Libguides for Antiracism Readings and Resources [Antioch Libraries]

• Presentations/Videos

• 3 Ways to Speak English [by Jamila Lyiscott, TED Talks]

• Reducing Bias in Writing: Recognizing Language that Can Harm [AUSB workshop Google Slides]

• The Classist and Racist History of Academic Language [47 min. video from AU New England – must be signed into Antioch acct.]

• The Classist and Racist History of Academic Language [PowerPoint from AU New England]

Inclusive Course Design Guide [link]