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Writing Center: ENGL 110 Resources

This is a collection of resources that Writing Center tutors have found helpful. Be sure to visit us in person to meet with a Writing Center tutor and pick up some of our free handouts!

Faculty Resources for ENGL 110

Teaching Resources for English 110 Critical Reading and Writing

Below you will find a list of resources for faculty teaching ENGL 110 Critical Reading and Writing, organized by Course Learning Objective.

If you have any questions about how the Writing Center can support you and your students or if there are additional resources you'd like to see included in this LibGuide, please contact Ryan Rickrode, Director of the Writing Center, at rrickrode@messiah.edu.

 

ENGL 110 Course Learning Objectives

CLO 1 - Make an argument in writing by incorporating, analyzing, and engaging evidence.

CLO 2 - Ethically locate, evaluate, and manage credible, effective, diverse information sources.

CLO 3 - Apply digital literacy skills to produce and disseminate content in a variety of media.

CLO 4 - Read and write as a process to learn, inquire, think critically, contribute to ongoing discussions and communicate.

CLO 5 - Participate as a member of a writing community by developing collaborative strategies for reading, drafting, reviewing, and revising.

CLO 6 - Demonstrate rhetorical flexibility, including awareness of context, audience, purpose, genre, and conventions across diverse writing situations.

Critical Reading and Writing - CLO 5

CLO 5 - Participate as a member of a writing community by developing collaborative strategies for reading, drafting, reviewing, and revising.

Writing Center LibGuide Resources
Make An Appointment at the Writing Center

 

Related Readings

Looking for Trouble: Finding Your Way into a Writing Assignment by Catherine Savini
So You’ve Got a Writing Assignment. Now What? by Corrine E. Hinton
“Finding Your Way In”: Invention as Inquiry Based Learning in First Year Writing by Steven Lessner and Collin Craig
The Inspired Writer vs. the Real Writer by Sarah Allen

How to Write Meaningful Peer Response Praise by Ron DePeter
What’s That Supposed to Mean? Using Feedback on Your Writing by Jillian Grauman
The Good, the Bad, and the Ugly of Peer Review by Erin E. Kelly
Why Visit Your Campus Writing Center? by Ben Rafoth

Writing with Your Peers by Raquel Corona, Kami Day, and Michele Eodice
Navigating Your Collaborative Project by Ellen Cecil-Lemkin and Tamara Gluck
Collaborating Online: Digital Strategies for Group Work by Anthony T. Atkins
 

Director of the Writing Center

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Ryan Rickrode

Encourage Students to Come to the Writing Center

Best Practices for Sending Students to the Writing Center

Writing Center appointments can be helpful to students at any stage of the writing process. If you're considering requiring or encouraging your students to come to the Writing Center, see below for some suggestions on how to help your students get the most out of their appointment.

Please note that Writing Center tutors are not equipped to help students with citations, resumes, or cover letters. For help with citations, please direct students to meet with the librarians at Murray Library. For assistance with resumes and cover letters, please direct them to the Career and Professional Development Center. 

1. Ask Students to Schedule Early

Our appointment slots tend to fill up quickly, especially around midterms and finals. If you are going to require your students to come to the Writing Center, we ask that you notify them as early as possible and encourage them to make their appointments in advance. Setting aside time in class for students to schedule appointments may be beneficial. 

2. Send Us Your Prompt

If you are requiring your students to come to the Writing Center for a specific paper, reviewing the prompt in advance would be helpful to our tutors. Please send a copy of your prompt to writingcenter@messiah.edu so we can familiarize ourselves with the requirements.

3. Encourage Students to Come with Goals

When your students come to the Writing Center, encourage them to come with goals for their sessions. Such goals could include but are not limited to creating an outline, writing a thesis, or improving clarity.

4. Get Notified About Appointments

We let students decide whether or not they want their professors to be informed of visits to the Writing Center. If requested, your students' tutors will notify you via email to confirm students’ appointments. Such emails will contain faculty dialogue forms in which tutors will comment on any topics covered and progress made during appointments.

5. Show the Writing Center Video in Class

To help students learn more about the Writing Center, consider showing our informative 4-minute video in class. Click here to view our video on YouTube. The video covers how to schedule an appointment, what an appointment looks like, how students can prepare for their appointments, and more. 

6. Help Students Schedule Appointments

If students are having trouble when scheduling appointments, offer assistance or direct them to the Writing Center to help make the process smoother. Sometimes, setting aside time in class for students to schedule can be helpful. Click here for instructions that will help you assist students scheduling appointments.