Guidelines for Courses that Aim to Meet the Graduation Writing Requirement

Below are characteristics of courses that have received approval for meeting the GWR requirement.

1.  Course is at the 200 or 300 level (On Form K, Current Course Number and Title andor Proposed Course Number and Title)

A 200- or 300- level course is appropriate -- students are beyond the general education level, but still early on in the major.   Given the uniqueness of disciplinary expectations about writing, it is important for students to have early and explicit discussion of writing in their discipline.  For students who are unsuccessful writers, it is important to provide enough time to seek remediation through the Center for Writing Excellence and through one-to-one work with the instructor, to re-take the course or perhaps even to change majors.

2.  Course provides explicit instruction in disciplinary expectations and conventions (On Form K, Justification, Point 1)

The requirement’s location in the major reflects an understanding that disciplines frequently define and practice writing uniquely.  Academics vary in what they value in writing, in the kinds of writing they expect and value, and even in the formal conventions that they expect (i.e., documentation styles).  For example:

-- Whereas one discipline may value summary chiefly, another places more value on analysis
-- Whereas one may require personal voice and opinion, another expects a voice that suggests objectivity and uses the third person.
 
3.  Course outlines provides explicit description and/or criteria for good writing in the discipline (On Form K, Justification, Point 2)
         For example, a course outline might include the following goals for the writing in the course:

In this course you will learn to:

A. Write with a clear focus

B. Write essays marked by intellectual engagement and critical reflection.

C. Write ______ (research/opinion/commentary, etc.) papers in the style similar to those written by _______ [historians] as demonstrated in such journals (newspapers, etc.) as ________, _________, ______

D. Demonstrate the skills of thorough and substantial revision, organization, editing, and proofreading.

E. Find and evaluate appropriate source materials.

F. Integrate ideas and information into one's own writing using quotation, summary, and paraphrase.

4.  Course requires lots of writing throughout the semester (on Form K, Justification, Point 4 and Methodology, Point 1, 3 and 4)

All university courses are expected to require 1500-2000 words of writing.  In College Writing I and II, students are expected to write 6000 words of formal prose (excluding drafts).  In writing requirement courses students should write at least 4000 words, and perhaps as many as 6000.  As well, students should have opportunities for informal writing (i.e., journals, drafts).

5.  Course requires frequent instructor feedback on student writing and requires revision of commented upon writing (on Form K, Justification, Point 3 and Methodology, Point 2 and 5)

Students write best--and can’t plagiarize--when they work through a writing process that includes planning, drafting, receiving feedback, substantive revision and careful editing.  In a writing requirement course students need to be provided with explicit requirements to go through at least some of these processes.  To fulfill the requirement courses need to require students to submit proposals (planning), write drafts, participate in peer review, review writing disciplinary standards and conventions, and/or present an oral report prior to their final draft.  Most crucial is instructor feedback that is accompanied by an opportunity for substantive revision.

6.   Courses include mention of the Writing Requirement in the catalog course description (on Form K, Attachments 3 and 4)
In addition, it is important that improved writing be included as part of the goal of the course, and therefore it should be stated in the course proposal or course alteration proposal.

7.  One-on-one Support (On Form K, Justification, Point 5 and Methodology, Point 6)
Within course syllabus and the course proposal there should be explicit mention of one-on-one support opportunities.  Students who are having trouble with writing need one-on-one work.  The Center for Writing Excellence is available for weekly one-on-one tutoring, and instructors are encouraged to require weak writers to attend weekly session as a supplement to the other course requirements.  However, in addition to work in the Center for Writing Excellence, most weak students need some one-on-one work with the instructor since the instructor has the close familiarity with the expectations of the discipline and the major.  An instructor can coordinate his/her work with the Center for Writing Excellence consultant.

 
April 2002; updated November 2011.