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Required: Writing Expectations
Information on Plagiarism



Free, Professional Campus Writing Tutor Service
Available For: Writing Assignments for Any Subject
Students can submit a paper to be reviewed by a professional writing tutor for up to three times for each assignment. The professional online tutor provides a detailed reply within 48 hours.
Instructions:
  • Log in to Blackboard
  • Click the "Add Module" button in the top left corner of the "My Fitchburg State" tab
  • Click the "Add" button underneath the "BB Etutoring SSO"
OR
  • Log in to eTutoring.org then select “Log in Now”
  • Select “Northeast eTutoring Consortium”
  • Select Fitchburg State University
Sponsored by the Tutor Center (which also has available one-on-one peer writing Tutors)
Thomas Rousseau, Assistant Dean of Academic Support Services
trousseau@fitchburgstate.edu
978-665-3499



Useful documents compiled by previous Writing Associate, Matt Marchetti

Notes on how to conduct your research:
Helpful hints for essays on midterm and final exams:
Two essays with annotations to help you think about writing:


General Writing Rubric
Grade
Characteristics
A
  • demonstrates a high level of overall competence
  • defines and communicates a specific, clear, thoughtful, deliberate, and distinctive thesis that is appropriate in scope for the parameters of the assignment
  • demonstrates an awareness and an application of the diversity and complexities in ideas, human experience, literature, culture, and/or history
  • provides careful and in-depth analysis of a text or texts (primary and/or secondary, depending on appropriateness), including appropriately-selected direct engagement (i.e. quotations), to develop main or supporting points
  • emphasizes own voice, using other voices/scholars to support points but not allowing them to overwhelm writing
  • demonstrates the ability to develop ideas confidently with well-chosen evidence and with purpose, clarity, and an advanced sense of organization
  • demonstrates a notable awareness of the genre of writing used as well as the academic setting in which it is being written
  • utilizes the mechanics of writing and grammar both correctly and with effective, deliberate (potentially even elegant) purpose
  • employs correct and consistent MLA citation format and meets/exceeds source requirement
  • exhibits engagement with assignment and commitment to absorbing the knowledge and skills the exercise is intended to develop
  • adheres to Writing Expectations
B
  • demonstrates overall competence
  • communicates a specific, clear, solid thesis that is manageable in scope for the parameters of the assignment, though it may lack in detail
  • acknowledges the diversity and complexities in ideas, human experience, literature, culture, and/or history, though may not clearly interact with these concepts
  • provides a solid analysis of a text or texts (primary and/or secondary, depending on appropriateness), including appropriately-selected direct engagement (i.e. quotations), to develop main or supporting points
  • attempts to demonstrate own voice, using other voices/scholars to support points
  • demonstrates the ability to develop ideas with relevant evidence and with purpose, clarity, and an overall competent sense of organization
  • demonstrates an awareness of the genre of writing used as well as the academic setting in which it is being written
  • utilizes the mechanics of writing and grammar correctly and deliberately, though may contain some errors
  • employs mostly correct and consistent MLA citation format and meets source requirement
  • exhibits an attempt to engage with assignment and commit to absorbing the knowledge and skills the exercise is intended to develop
  • demonstrates solid understanding of Writing Expectations
C
  • suggests competence
  • communicates a thesis, though it may be overly generic or self-evident and tend towards having too broad a scope to manage within the parameters of the assignment
  • tends to avoid the diversity and complexities in ideas, human experience, literature, culture, and/or history and to rely upon generalizations or the clichéd in these categories
  • provides basic analysis of a text or texts (primary and/or secondary, depending on appropriateness), including potentially haphazard choices for direct engagement (i.e. quotations), to develop main or supporting points
  • demonstrates little personal voice and allows other voices/scholars to overwhelm writing/voice
  • demonstrates general development of ideas with some evidence (potentially irrelevant) and simplistic organization which appears arbitrary
  • demonstrates a lack of awareness of the genre of writing used as well as the academic setting in which it is being written (i.e. tends towards the informal)
  • tends not to use the mechanics of writing and grammar correctly and contains noticeable errors
  • employs recognizable MLA citation format with errors and inconsistencies and/or does not meet source requirement
  • exhibits a lack of engagement with assignment and commitment to absorbing the knowledge and skills the exercise is intended to develop
  • demonstrates basic awareness of Writing Expectations
D
  • suggests incompetence
  • relies on a superficial thesis too broad in scope to manage within the parameters of the assignment
  • overlooks the diversity and complexities in ideas, human experience, literature, culture, and/or history
  • provides little or faulty analysis of a text or texts (primary and/or secondary, depending on appropriateness), including a lack of direct engagement (i.e. quotations), to develop main or supporting points
  • demonstrates no personal voice in writing
  • demonstrates a lack of development of ideas with irrelevant, repetitive, and/or faulty evidence and incoherent, arbitrary organization
  • demonstrates a poor understanding of the genre of writing used as well as the academic setting in which it is being written (i.e. is informal)
  • tends not to use the mechanics of writing and grammar correctly and deliberately and contains noticeable errors
  • employs unrecognizable citation format with confusing errors and inconsistencies and/or does not meet source requirement
  • exhibits resistance to engaging with assignment and committing to absorbing the knowledge and skills the exercise is intended to develop
  • demonstrate little awareness of Writing Expectations
F
  • demonstrates incompetence (or demonstrates no interest in taking assignment seriously)
  • no recognizable thesis
  • exhibits resistance to the diversity and complexities in ideas, human experience, literature, culture, and/or history
  • provides no analysis of a text or texts (primary and/or secondary, depending on appropriateness), including no direct engagement (i.e. quotations)
  • demonstrates no personal voice in writing
  • does not develop ideas, provides no evidence, is disorganized
  • demonstrates no understanding of the genre of writing used as well as the academic setting in which it is being written
  • contains major errors in mechanics and grammar
  • employs no citation format and does not meet source requirement
  • does not engage with assignment and does not commit to absorbing the knowledge and skills the exercise is intended to develop
  • does not demonstrate awareness of Writing Expectations

*+ or - grades will be assessed for work that falls between these categories
*writing that does not meet format or submission instructions will be docked according to the policies outlined in the syllabus