Writing Center Collection
Ballenger, B. (2012). The curious researcher: A guide to writing research papers (7th ed.). Upper Saddle River, NJ: Longman.
This book explains the technical aspects of writing, documenting source-based papers, and guidance for students in developing sound research and analysis skills. The text also includes up-to-date coverage of MLA and APA styles.
Bean, J. (2011). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom (2nd ed.). San Francisco, CA: Jossey-Bass.
In this edition, Bean offers a practical guide for designing writing and critical thinking activities and incorporating them into courses across all disciplines in ways that stimulate inquiry, exploration, discussion, and debate.
Blake, G., & Bly, R. (1991). The elements of business writing. New York, NY: Longman.
This is a guide to writing clear, concise letters, memos, reports, proposals, and other business documents.
Brookfield, S. (2012). Teaching for critical thinking: Tools and technologies to help students question their assumptions. San Francisco, CA: Jossey-Bass.
In this book, Stephen Brookfield explores how students learn to think critically and what methods teachers can use to help. Brookfield establishes a basic protocol of critical thinking that focuses on students uncovering and checking assumptions, exploring alternative perspectives, and taking informed actions.
Bruce, S., & Rafoth, B. (Eds.). (2009). ESL writers: A guide for writing center tutors. Portsmouth, NH: Heinemann.
This book focuses on the different types of English language learners who use a writing center. It pays attention to the diversity of cultural and literacy identities among students and addresses tutors’ most frequently asked questions about helping ESL writers with English grammar.
Canavor, N., & Meirowitz, C. (2010). The truth about the new rules of business writing. Upper Saddle River, NJ: FT Press.
This text shows how to develop a quick, conversational writing style, plan and organize content, make a point faster, tell readers what's in it for them, and construct documents of every kind (incl. blog entries and text messages).
Chaffee, J. (2012). Critical thinking, thoughtful writing: A rhetoric with readings (5th ed.). Boston, MA: Wadsworth.
This book offers you thorough coverage of the writing process. It will guide you in learning how to think analytically to evaluate sources, images, and arguments from a variety of disciplines and media. As you develop your thinking you'll find it easier to write your ideas and think more coherently and creatively at school and in your daily life.
Corbett, E.P., Myers, N., & Tate, G. (2000). The writing teacher's sourcebook (4th ed.). New York, NY: Oxford University Press.
Articles in the field emphasize the importance of adapting good pedagogy to multiple environments and audiences.
Covello, J., & Hazelgren, B. (2005). Your first business plan (5th ed.). Naperville, IL: Sourcebooks.
This book outlines the different parts of a business plan and, in an uncomplicated question-and-answer style, helps the business owner create a business plan.
Ellet, W. (2007). The case study handbook: How to read, discuss, and write persuasively about cases. Boston, MA: Harvard Business School Press.
Early chapters classify cases according to the analytical task they require. Strategies and templates, in addition to sample Harvard Business School cases, apply the author's framework. A chapter explains how to discuss cases more effectively in class.
Ferris, D. R. (2011). Treatment of error in second language student writing (2nd ed.) Ann Arbor, MI: University of Michigan Press.
Treatment of Error offers an account of what teachers of multilingual writers need to know about error.
Garrard, J. (2011). Health science literature review made easy: The matrix method (3rd ed.). Sudbury, MA: Jones & Bartlett Learning.
This text conveys the principles of searching, organizing, reviewing, and synthesizing. Clinical practice examples and references to PubMed and PubMed Central have been added throughout along with information on reference management software such as EndNote and Refworks.
Garrard, J. (2014). Health science literature review made easy: The matrix method (4th ed.). Sudbury, MA: Jones & Bartlett Learning.
This edition builds on the digital updates made to the previous edition.
Glenn, C., & Goldthwaite, M.A. (2008). The St. Martin's guide to teaching writing (6th ed.). Boston, MA: Bedford/St. Martin's.
This guide to teaching writing includes a brief anthology of scholarly essays and new coverage of constructing successful assignments using visual, oral, and electronic texts; teaching multilingual writers; and using technology in the writing classroom.
Gottschalk, K., & Hjortshoj, K. (2004). The elements of teaching writing: A resource for instructors in all disciplines. Boston, MA: Bedford/St. Martin's.
Accommodating a wide range of teaching styles and class sizes,Elements offers advice about how to design effective writing assignments and how to respond to and evaluate student writing.
Graff, G., Birkenstein, C., & Durst, R. (2012). They say, I say: With readings (2nd ed.). New York, NY: W. W. Norton, & Company.
They Say / I Say demystifies academic writing by identifying its key rhetorical moves, the most important of which is to summarize what others have said ("they say") to set up one's own argument ("I say"). The book provides templates to help students make these key moves in their own writing.
Green, W., & Simon, B.L. (Eds.). (2012). The Columbia guide to social work writing. New York, NY: Columbia University Press.
Applied professional writing addresses student composition in field education, writing for/about clinical practice, the effective communication of policy information to diverse audiences, program and proposal development, advocacy, and administrative writing.
Greenfield, L., & Rowan, K. (Eds.). (2011). Writing centers and the new racism: A call for sustainable dialogue and change. Logan, UT: Utah State University Press.
This book is a resource motivated by a scholarly interest in race, literacy and pedagogy.
Hacker, D., & Sommers, N. (2012). Rules for writers (7th ed.). Boston, MA: Bedford/St. Martin's.
This college writer's companion covers writing, grammar, research, and documentation.
Harris, J. (2006). Rewriting: How to do things with texts. Logan, UT: Utah State University Press.
Harris draws the college writing student away from static ideas of thesis, support, and structure. Harris wants college writers to think of intellectual writing as an adaptive and social activity and offers strategies for participating in it.
Harris, M., & Kunka, J. (2011). Prentice Hall reference guide (8th ed.). Glenview, IL: Prentice Hall.
This guide is written in a student-friendly language and tone.
Harvard Business School Press. (2007). Writing for business: Expert solutions to everyday challenges. Boston, MA: Harvard Business School.
This book helps organize and edit messages for maximum impact.
Jama & Archives. (2007). AMA manual of style: A guide for authors and editors (10th ed.). New York, NY: Oxford University Press.
This American Medical Association citation guide provides direction for those seeking to publish medical or scientific research findings.
Kidder, T., & Todd, R. (2013). Good prose: The art of nonfiction. New York, NY: Random House.
Kidder and Todd draw on their own experience to discuss narrative strategies, the ethical challenges of nonfiction, and the realities of making a living as a writer.
Lang, J. (2013). Cheating lessons: Learning from academic dishonesty. Cambridge, MA: Harvard University Press.
Lang’s research indicates students often cheat because their learning environment gives them ample incentives to try. He analyzes the specifics of course design and daily classroom practice that create opportunities for cheating and seeks to empower teachers to create more effective learning environments.
Lang, J. (2016). Small teaching: Everyday lessons from the science of learning. San Francisco, CA: Jossey-Bass.
Lang presents a strategy for improving student learning with a series of modest but powerful changes that make a big difference—many of which can be put into practice in a single class period. Each chapter introduces a basic concept in cognitive theory, explains when and how it should be employed, and provides firm examples of how the intervention has been or could be used in a variety of disciplines. [Taken from http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118944496.html]
Lindemann, E. (2001). A rhetoric for writing teachers (4th ed.). New York, NY: Oxford University Press.
This edition features a new chapter on teaching with computers and updated material on invention, intellectual development, and responding to student writing.
Longknife, A., & Sullivan, K.D. (2012). The art of styling sentences (5thed.). Hauppauge, NY: Barron's Educational Series.
This book reviews the fundamentals of good sentence structure.
Mackiewicz, J., & Thompson, I. K. (2015). Talk about writing: The tutoring strategies of experienced writing center tutors. New York, NY: Routledge.
This text offers an empirical study of the discourse between experienced tutors and student writers in satisfactory conferences. It provides practical recommendations for improving tutor training.
Modern Language Association (2016). MLA handbook. New York, NY: Modern Language Association of America.
This new edition recommends a universal set of MLA guidelines, which writers can apply to any type of source. The Handbook guides writers through the principles behind evaluating sources for their research. It then shows them how to cite sources in their writing and create useful entries for the works-cited list.
Murphy, C., & Sherwood, S. (2011). St. Martin's sourcebook for writing tutors (4th ed.). Boston, MA: Bedford/St. Martin's.
The fourth edition addresses approaches to tutoring students of varying cultural backgrounds, technology, activity theory, ethical dimensions of tutoring, and challenges. It includes theories of the writing process.
Murray, D. (2012). The craft of revision (5th ed.). Boston, MA: Wadsworth.
Murray guides writers through the revision process.
Pan, M. L. (2013). Preparing literature reviews: Qualitative and quantitative approaches (4th ed.). Glendale, CA: Pyrczak.
Paul, R., & Elder, L. (2007). How to write a paragraph: The art of substantive writing. Dillon Beach, CA: The Foundation for Critical Thinking.
As with any set of complex skills, there are fundamentals of writing that must be internalized and then applied using one's thinking. This guide focuses on the most important of those fundamentals.
Pennington, M.C., & Burton, P. (Eds.). (2011). The college writing toolkit: Tried and tested ideas for teaching college writing. Oakville, CT: Equinox.
Offering tools for both new and experienced teachers seeking to expand their repertoire, the Toolkit provides a collection of methods and techniques for eliciting and working on college students' writing.
Rafoth, B. (2005). A tutor's guide: Helping writers one-to-one (2nd ed.). Portsmouth, NH: Boynton/Cook.
Introducing the professional conversation that surrounds writing-center practices, this book offers a sense of what tutoring sessions are like, who uses them, and how to maximize their effectiveness.
Rafoth, B. (2015). Multilingual writers and writing centers. Boulder, CO: Utah State University Press.
This book is for writing center tutors who work with international multilingual students in the US.
Ruggiero, V. R. (2012). The art of thinking: A guide to critical and creative thought (10th ed.). Upper Saddle River, NJ: Longman.
The Art of Thinking introduces students to the principles and techniques of critical thinking, taking them step-by-step through the problem-solving process. Discussions of how to evaluate ideas and how to question long-held assumptions or biases help students look at concepts critically.
Schendel, E., & Macauley, W.J. (2012). Building writing center assessments that matter. Logan, UT: Utah State University Press.
Starting from assessment strengths already in place in writing centers, the authors build a framework that can help writing centers satisfy local needs and put them in dialogue with the larger needs of institutions, while staying rooted in writing assessment theory.
Silva, T., & Matsuda, P.K. (2001). On second language writing. Mahwah, NJ: Lawrence Erlbaum.
The collection of original articles explores central issues with regard to theory, research, instruction, assessment, politics, articulation with other disciplines, and standards.
Strunk, W., & White, E.B. (2000). The elements of style (4th ed.). Needham Heights, MA: Longman.
This book conveys the principles of English style.
Szuchman, L., & Thomlison, B. (2010). Writing with style: APA style for social work (5th ed.). Belmont, CA: Thomson Learning.
A "learning through modeling" approach helps students master the elements of writing research papers and other professional documents in APA style.
Tufte, V. (2006). Artful sentences: Syntax as style. Cheshire, CT: Graphics Press.
Standard sentence patterns and forms contribute to meaning and art in more than a thousand sentences from the twentieth and twenty-first centuries.
Walvoord, B. (1986). Helping students write well: A guide for teachers in all disciplines (2nd ed.). New York, NY: The Modern Language Association of America.
Aimed at college faculty in a variety of disciplines, the text provides methods for helping students.
Wyrick, J. (2010). Steps to writing well (11th ed.). Boston, MA: Thomson Wadsworth.
The text offers everything students need to begin, organize, and revise writing--from choosing a topic to developing the essay to polishing prose.
Zinsser, W. (2006). On writing well: The classic guide to writing nonfiction (30th anniv. ed.). New York, NY: HarperCollins.
On Writing Well offers principles as well as insights into writing about people, places, science, technology, business, sports, or the arts.