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Graduate Writing Center Location
UCLA Office of Instructional Development (OID):
The UCLA Office of Instructional Development (OID) supports the instructional
mission of the University and enhances teaching and learning opportunities.
OID Resources and Training for TAs
Writing Pedagogy Training from UCLA Writing Programs
Graduate Writing Center (GWC):
The Graduate Writing Center provides one-on-one writing consultation and writing
workshops, programs, and resources to registered UCLA graduate students.
GWC Assistance on Teaching Writing Issues
GWC Workshops on Teaching Writing
Further Resources on Teaching Writing
GWC Home Page
The primary source of support for UCLA graduate student TAs is the Office of Instructional Development (OID). OID runs the TA Training Program and runs various training workshops as well as a TA Conference at the beginning of Fall quarter. Office of Instructional Development (OID) provides information and resources for TAs on its website.
The UCLA Writing Programs Department offers courses and a certificate in Writing Pedagogy. E-mail firstname.lastname@example.org for more information about the program.
What assistance the GWC can provide
When you are a TA (teaching assistant or teaching associate), you are welcome to use an appointment at the GWC to discuss how to address the writing issues of students in your course. In an appointment, you may review handouts and instructional materials on writing issues that you wish to distribute to your students. You may also consult with the GWC writing consultants on specific writing topics, additional resources and material, and lesson plans for teaching writing concepts.
What assistance the GWC consultants cannot provide
The GWC consultants do not proofread or edit. Written material discussed in an appointment will be reviewed for content, accuracy and clarity only. The GWC consultants are mandated to work with graduate students only, so they cannot meet with any of your undergraduate students directly.
GWC Writing Consultants
Our consultants come from a variety of fields and are trained to work with graduate students from all disciplines. You may find it helpful to meet with the writing consultants closest to your field. In addition, some of our consultants have more experience with issues related to teaching writing. For more information on graduate writing consultant bios visit, Consultants.
Articles Books Websites
These articles discuss the various ways to approach writing as a TA, whether within a discipline or more generally.
Dirrigl, F.J., Noe, M. (2018) The teacher writing toolkit: enhancing undergraduate teaching of scientific writing in the biological sciences. Journal of Biological Education 0:0, 1-17.
Kiefer, K. (2000). Integrating writing into any course: Starting points. Academic Writing, 1. Retrieved from http://wac.colostate.edu/aw/teaching/kiefer2000.htm
Rodrigue, Tanya K. (2013). Listening across the curriculum: What disciplinary TAs can teach us about TA professional development in the teaching of writing. Teaching/Writing: The Journal of Writing Teacher Education, 2(2), article 5.
Although only Hedengren’s handbook is written specifically for TAs, all of these books will guide you through nearly every aspect of teaching a writing-intensive course in a discipline, from designing assignments to responding to students’ writing.
Hedengren, B. F. (2004). A TA’s guide to teaching writing in all disciplines. New York: Bedford/St. Martin’s.
A comprehensive handbook for TAs that covers how to teach the writing process (prewriting, drafting, revising, editing, publishing), ways to teach writing (office hours, in-class sessions, written comments), and ways to evaluate writing, develop assignments, deal with plagiarism, maintain professionalism, and manage time.
Gottschalk, K., & Hjortshoj, K. (2004). The elements of teaching writing: A resource for instructors in all disciplines. New York: Bedford/St. Martin’s.
Covers such topics as developing writing assignments and assignment sequences, assigning and responding to revision, informal writing, teaching writing at the sentence level, orchestrating a research paper, making connections to discussion and oral presentations, and integrating writing into large courses.
Gross Davis, B. (1993). Tools for Teaching. See especially the chapter on "Helping students write better in all courses." It provides brief tips on how to integrate writing into a course, such as regularly assigning brief writing exercises and giving students opportunities to talk about their writing. (Here are related tips on integrating writing into courses from NYIT's Center for Teaching and Learning.)
Young, A. (2002.) Teaching writing across the curriculum (3rd ed.). Upper Saddle River, NJ: Prentice Hall. Available online at http://wac.colostate.edu/books/young_teaching/
Based on the authors’ workshops for faculty in a variety of disciplines, this 69-page booklet covers writing-to-learn (e.g., one-minute essays, journals, poetry, notes, letters) and writing-to-communicate (i.e., more formal writing assignments).
Bean, J. (1996). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco, CA: Jossey-Bass.
Includes chapters on understanding the connection between thinking and writing, designing assignments, coaching students as thinkers and writers (e.g., helping students read difficult texts, enhancing critical thinking in essay exams), and reading and grading writing (e.g., handling the paper load and developing grading criteria).
Walvoord, B. (1986). Helping students write well: A guide for teachers in all disciplines. New York: Modern Language Association.
Discusses ways to coach the writing process, set up peer response groups, and respond to student writing. Devotes separate chapters to responding to problems with organization, style, and grammar. Also includes case studies of courses in literature, biology, sociology, psychology, history, and marketing that have integrated writing.
Most of these websites function as one-stop shops for the TA or faculty member. You can find information on nearly every aspect of teaching writing in your discipline, and many of them provide handouts that you can download.
Resources for Working with Student Writing from UC Berkeley's website for graduate student instructors, which links to another page with Additional Resources on writing-related issues.
“Integrating Writing into your Course,” University of Wisconsin-Madison’s Writing Across the Curriculum Program
Information and handouts on designing a syllabus and assignments, assessing your course, conferencing with students and incorporating peer review, responding and grading, teaching the conventions of your field, and teaching grammar and oral communication skills. You can also search for materials by discipline.
"LabWrite," North Carolina State University
This site, devoted to writing better lab reports, contains separate sections for students, lab instructors, and faculty, and offers downloadable, printable template forms and online interactive resources for improving lab reports. This site is especially useful for TAs teaching in lab courses.
“Teaching with Writing,” University of Minnesota’s Center for Writing
Handouts and articles on designing courses and assignments, responding to and grading student writing, addressing grammar and mechanics, working with non-native speakers, and preventing plagiarism.
“An Introduction to Writing across the Curriculum,” the Writing across the Curriculum (WAC) Clearinghouse
Answers to frequently asked questions such as “Why include writing in my courses?”, “Do I have to be an expert in grammar?”, and “How can I avoid getting lousy student papers?” that contain short articles, links to other resources, and commentary from instructors in various disciplines.
“WAC Resource Binder,” University of Richmond Writing across the Curriculum Program
Contains chapters on developing writing-to-learn assignments and formal writing assignments. Two sections of 100 pages each are devoted to writing-to-learn and formal writing assignments in biology, chemistry, dance, geology, history, music, political science, psychology, physics, and sociology. The PDF files may take a while to download.