• For Faculty

    We consult with Hamline students—across the curriculum and in all disciplines—to address the complexities of the writing process.

    A Note about "Required" Writing Center Appointments

    We appreciate deeply the support and advocacy Hamline instructors provide on behalf of Writing Center services.  We understand that instructors who require students to use the Writing Center do so with the best of intentions.

    Experience has taught us, however, that requiring students to use the Writing Center is counter-productive.  Students required to visit the Writing Center are less engaged, less willing to take ownership of their writing processes, and less inclined to participate in the collaborative learning and problem solving upon which Writing Center pedagogy is based. 

    We invite faculty to encourage their students to visit us for writing support by using the language of “recommendations” or “referrals” to the Writing Center. Students retain ownership of their writing processes and skills when they choose to seek Writing Center support.  

    Class Visits 

    Staff from the Writing Center will visit your classes to explain Writing Center services to your students. In 10 to 15 minutes, we will cover:

    • The importance and expectation of strong writing skills at Hamline and beyond.
    • What to expect from a Writing Center consultation.
    • How to schedule an appointment.

    To schedule a Class Visit, contact the Writing Center at writingcenter@hamline.edu or 651-523-2026.   

    Online Resources 

    Ohio State University

    Quick tips for faculty on creating and implementing writing assignments, responding to student writing, in-class writing activities, using peer response, and how to prevent plagiarism.

    Using Peer Responses/Peer Feedback in Class (University of Minnesota)

    A very thorough description of why and how to use peer response in the classroom. Breaks down what students receive from effective peer response, what teachers receive, what potential drawbacks may be, how workshops run, how a workshop schedule would look, and what could cause workshops to fail. Also has links within the text to relevant guidelines and samples.

    Teaching with Writing (University of Minnesota)

    Resources on how to design effective writing assignments; tips for effective free-writing exercises; tips for informal, in-class writing activities; teaching writing in large classes; and some common questions that students have about writing assignments.

    Dealing with Grammar and Mechanics (University of Minnesota)

    Resources on how faculty can approach teaching grammar and mechanics in a classroom setting. Resources are separated into approaches to teaching and actual handouts.

    Discouraging Plagiarism (Indiana University)

    A comprehensive guide to discouraging plagiarism. Specific focus is placed on syllabus design, assignment design, and grading.

    Suggestions for Helping Multilingual Writers (University of Minnesota)

    A list of quick suggestions for helping, working with, and teaching ESL writers.

    A Quick Guide to Lite Marking (Indiana University)

    An explanation of how to provide effective and clear responses to errors in students’ writing. The guide also comments on responding to style and offers a system of editing symbols.

    Writing Across the Curriculum (University of Minnesota)

    A collection of resources under subjects ranging from History and English to Business and the Physical Sciences. Sample syllabi, assignments, and grading rubrics, as well as additional writing resources, are provided for each discipline.

    Responding to Non-Native Speakers of English (University of Minnesota)

    Advice on approaches to take when teaching and responding to the writing of ESL students.