- Consider why
sources are valued in writing—what job do they perform for you?
- Consider your
honor and worth as a person capable of thinking on your own, in
conversation with sources.
- Budget your time
to make learning citation a manageable task.
- Read LB Brief,
your style handbook purchased in ENG 115, and review sections on
questionable sources to your teacher for clarification.
- Ask to
draft/revise citation errors based on instructor feedback.
- Develop a
long-term, working relationship with a teacher in regard to your
writing, and seek his/her help.
- Develop a
long-term, working relationship with a particular tutor; seek
tutorial assistance at the Writing Center.
http://www.rivier.edu/wc/Default.aspx?id=1599 , our Writing
Center’s "Strategies for Responsible Writers."
- Seek help from a
competent Junior or Senior, or an exemplary writer in your current
- Adopt the writing
handbook, LB Brief, purchased by students in ENG 115, and use
it with students.
- Conduct two
15-minute mini-lessons on integrating source quotations according to
your discipline’s preferred citation system.
- Make model essays
collaborative groups the opportunity to teach the rest of the class
some dimension of source-based writing.
- Discuss citation
and source uses in light of your own professional identity and
history—what have you learned? Why do you value the use of sources
(academic dialogue; establishment of authority; act of persuasion,
- Design “closed”
assignments that specify particular source uses, and gradually
“open” the field.
- Think about
source-based writing as a growing competency, and offer some
controlled opportunities for such prose early in the semester.
- Identify weak
performers early on and conference/refer to the Writing Center;
inquire if they’ve transferred into Rivier College (they may not
have had ENG 115).
- Review with
students what you know they’ve learned in ENG 115, courses intensely
focused on writing in response to readings: source-based
assignments using MLA documentation.
- Include a clear
statement on plagiarism in your syllabus.
- Decide the
importance which source-based writing has in your program(s) and in
what courses it should occur. Scan lower level courses with the
realization that they must incorporate some source-based writing in
order to prepare for upper-level competence.
- Discuss the level
and degree of source uses in various courses, at various levels.
What are the standards for A work? What concrete features
- Conduct sampling
assessments in such courses as a department—evaluate student success
with source-based writing, and make any necessary modifications to
curriculum and instruction.
Want to learn
more about the history of citation and rhetorical approaches to its
Connors, Robert J. “The Rhetoric of
Citation Systems-Part One: The Development of Annotation Structures from
the Renaissance to1900.” Rhetoric Review 17.1 (1998): 6-48.
---. “The Rhetoric of Citation
Systems-Part Two: Competing Epistemic Values in Citation.” Rhetoric
Review 17.2 (1999): 219-245.
Rose, Shirley K. "The Role of Scholarly
Citations in Disciplinary Economies." Perspectives on Plagiarism and
Intellectual Property in a Postmodern World. Ed. Alice Roy and Lise
Buranen. Albany, NY: SUNY P, 1999. 241-252.
---. "What's Love Got to do With It?
Scholarly Citation Practices as Courtship Rituals." Language and
Learning Across the Curriculum 1.3 (August 1996): 34-48.
Mcleod, Susan. "Responding to
Plagiarism: The Role of the WPA." WPA: Writing Program Administration
16 (1992): 1-10.
Questions? Additional ideas to share? Please contact
the program Director, Tim Doherty, at firstname.lastname@example.org,