Resources

Below is a list of resources for both students and faculty
to support writing across UNH

"Writers learn they usually have to write badly to write well... The wrong words lead to the not-so-wrong words, and then almost right words may reveal the right words." ~Don Murray

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Citation Styles

Elements of a Paper

Grammar and Usage

Types of Writing

Artificial Intelligence (A.I.)

Giving Feedback 

UNH Writing Support:

AI Usage:

General References and Additional Support:

Graduate Student Resources 

  • A link to the SAGE publishers resource page with a collection of books pertaining to many stages of the graduate writing experience (from dissertation proposals to defense, data collection, research design, etc.).
  • A link to the WAC Clearinghouse text on "Re-Imagining Doctoral Writing" 

  • Basic Needs Support - Provides students with assistance and access to food, laptops, meal swipes, emergency finances, etc. 
  • Center for Academic Resources (CFAR) - CFAR provides study training, drop-in tutoring, and study groups for selected courses (often math, science, and business courses). CFAR also offers individual academic mentoring for eligible students. 
  • Educational Excellence & Effectiveness (E3) / Teaching and Learning Resource Hub (formerly CEITL) - Offers a rich collection of resources, information, and expertise to support the university's mission of enhancing student learning through the continual improvement of teaching.
  • Career and Professional Success (CaPS) - The CaPS helps students identify interests, skills, and values that lead to a major and a post-UNH experience. They assist students with writing resumes and cover letters, finding jobs or internships, and applying to graduate school. 
  • Student Accessibility Services (SAS) - Accessibility Services assists students with documented disabilities (physical, medical, LD or ADD/ADHD, psychological, or chronic illness) by providing appropriate accommodations and support within the university environment.
  • English as a Second Language (ESL) Institute - The ESL Institute is designed for students who want to develop their English language skills and learn more about American culture. ESL courses are offered at UNH during the summer and the academic year. 
  • The Waysmeet Center - Home to the Cornucopia Food Pantry, a living community, and a gathering place for UNH students, faculty, staff and community members.
  • CWC Campus Resources Handout- The handout contains a list of additional campus resources not listed on the website. 

Video and PowerPoint Resources

Handouts for oral presentations

Some useful Web Resources

  • American Rhetoric, a huge database of speeches (many with video), both from the "real world" and from the movies. 

And remember that the Connors Writing Center will conference with you about your URC or GRC presentations.

Schedule an appointment

The Peer Response Presentation

The two videos below are recordings of the skits we use during peer response presentations. Between each skit, we engage the class in a discussion about the effectiveness of each response session. We've also included the two handouts we bring to classes for the peer response presentation: first, a copy of the essay from the videos so that the class can follow along; second, a handout of tips for approaching peer response sessions.

Writing Support at UNH

  • Faculty development and support with the University Writing Programs (consultations, workshops, community of colleagues, classroom visits, and more).
  • WI Faculty Retreat, sponsored annually by the Dey Family gift fund. 
  • Training for your TA on how to give writing feedback. Training sessions provided by the Writing Across the Curriculum office. 

Teaching with Technology and AI

  • Teaching with Artificial Intelligence (AI) - link to UNH resource page on using tools such as ChatGPT
  • From the MLA-CCCC joint task force on A.I. and Writing:
    • Exploring A.I. Pedagogy: Teaching Reflections

    • Working Paper 1: Overview of the Issues, Statement of Principles, and Recommendations

    • Working Paper 2: Generative AI and Policy Development: Guidance from the MLA-CCCC Task Force

      Excerpt on AI Detection Software: 
      "Tools for detection and authorship verification in GAI use should be used with caution and discernment or not at all. In a variety of institutional settings, some educators and decision-makers are turning to accountability tools that claim to provide either verification of a writer’s process of composition or detection of percentages of GAI usage within a text. 
      Because detection software is inherently flawed and can be easily fooled (Thompson and Hsu), colleges and universities must be mindful of the power that instructors and administrators relinquish when detection software is used uncritically to evaluate GAI within student writing. The fallibility of detection software, like Turnitin, creates a number of opportunities for vulnerable student identities to be profiled and accused without serious consideration of process, source evaluation and synthesis, or development of student reading and attribution practices (Coley; “How”). ...Additionally, many second language and multilingual students Generative AI and Policy Development: 10 Guidance from the MLA-CCCC Task Force already use such translation software to aid their adaptation to academic forms of writing. They may be flagged for using online translation tools that are essential to their acquisition of academic writing literacies. ...For those who decide to use AI detectors, please consider the following questions: 
      • What steps have you taken to substantiate a positive detection? 
      • What other kinds of engagement with the student’s writing affirms your decision to assign a failing grade outside the AI detector’s claim that the text was AI generated? 
      Further, decisions about educational technologies should prioritize educators’ input over the vendors providing these services. Using new technologies to surveil students without first getting their consent and testing these tools violates students’ rights and sense of autonomy in classrooms. ...In addition, any new technological approaches to academic integrity should respect legal, privacy, nondiscrimination, and data rights of students. Any sharing of student writing with a company should at a minimum comply with students’ rights under FERPA. That includes scenarios where teachers are assigning students to submit their work to large language models like ChatGPT or Google Gemini (formerly Bard), and it also includes software designed to help the instructor verify that students have written the work they have submitted, such as AI text detection and writing process tracking software.

    • Working Paper 3 (with Coauthors): Building a Culture for Generative AI Literacy in College Language, Literature, and Writing

  • TextGenEd: Teaching with Text Generation Technologies (2003 collection) from the WAC Clearinghouse, which contains lesson plans for a variety of purposes, including identifying biases in AI text (Jimenez), raising ethical questions (Watkins), and using AI writing tools as an integral part of composing (McKee). 
  • A fun and comprehensive AI resource list by our own Molly Campbell, technical and professional writing instructor in the UNH English Dept. 
  • Cyborgs and Centaurs: Academic Writing in the Age of Generative Artificial Intelligence by Liza Long, from CWI Press Books. 
  • ChatGPT Resources for Educators - compiled and catagorized list generated and collected by Ben Erwin, Director of Syracuse University's Writing Center 
  • Chronicle of Higher Ed article on creating writing assignments with ChatGPT
  • APA guidance on how to cite ChatGPT and other GenAI software
  • Faculty Handout on A.I. and Writing from the UNH Writing Programs
  • The Connors Writing Center policy on A.I. usage
  • Boilerplate language on A.I. for faculty to use on syllabi 

Faculty Resource Compilations

Teaching Tools and Guides

Rubrics and Feedback

Collaborative/Group Writing

Mechanics & Correctness (Preview Carefully and Incorporate Selectively)

Online Writing Instruction Resources

Selected Texts and Virtual Texts

Lists of Open Access Writing Texts

Contribute to the UNH Writing Programs

  

Provide your support to the UNH Writing Programs by contributing to the Dey Family Fund, an endowment established in 2001 by the generous spirit of the Dey Family with the purpose of supporting Writing Across the Curriculum (WAC) at the University of New Hampshire. These funds allow for opportunities to sustain and grow the Connors Writing Center as well as fulfill avenues of faculty development, such as the annual WI Faculty Retreat.

We appreciate your support of encouraging the ongoing development of writing at UNH across the campus!

 

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