Writing and Rhetoric Faculty Scholarship

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    Beyond the Web Tutorial: Development and Implementation of an Online, Self-Directed Academic Integrity Course at Oakland University
    (Elsevier, 2012-09) Greer, Katie; Swanberg, Stephanie M.; Hristova, Mariela; Switzer, Anne; Daniel, Dominique; Perdue, Sherry Wynn
    Intentional and unintentional plagiarism cases occur frequently and present unique pedagogical challenges for librarians, who often are deemed responsible for ensuring that undergraduates gain a solid understanding of academic integrity issues via information literacy instruction. This article describes the process by which faculty from the Oakland University Libraries and the Oakland University Writing Center developed an online, self-directed academic integrity course aimed at reducing plagiarism on campus. Prior to this course, the library offered a substantially shorter web-based plagiarism tutorial, which was used in course instruction and the Cite Right Program, the writing center's intervention for academic dishonesty. A recent assessment of this tool revealed that it no longer addressed the needs of the campus community. To address its gaps, the library and the writing center collaborated on more substantial content, which is detailed herein.
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    "'Sometimes I Forget I'm in an Online Class!' Why Place Matters for Meaningful Student Online Writing Experiences"
    (2021) Arzu Carmichael, Felicita; Taczak, Kara; Davis, Matt
    This essay argues that “place” and “space” are a critical conceptual framework in the online writing classroom and leads students to have meaningful writing experiences. Drawing on what Eodice et al. describe as “personal connection” for writing students, the author invites online writing instructors to pay attention to how the concepts of “place” and “space”—as both natural/material and constructed/metaphorical—might inform our disciplinary understanding of online writing instruction.