Guidelines for Courses that Aim to Meet the Graduation Writing Requirement

Below are characteristics of courses that have been approved.

1.  Course is at the 200 or 300 level
The course should be one designed for students in the major (and therefore cannot also serve as a general education course).  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 Writing Center and one-to-one work with the instructor, re-take the course or, perhaps even change majors.

2.  Course provides explicit instruction in disciplinary expectations and conventions
The requirement’s location in the major reflects an understanding that disciplines frequently define appropriate, good writing uniquely.  Academics vary in what we value in writing, in the kinds of writing we expect and value, and even in the formal conventions that we 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 syllabus and documents provides explicit description and/or criteria for good writing in the discipline
         Here is an example of what a syllabus might include in terms of the writing goals for the course.

1. To write clearly focused essays.
2. To write essays marked by intellectual engagement and critical reflection.
3. To write ______ (research/opinion/commentary, etc.) papers in the style similar to those written by _______ (historians) as demonstrated in such journals (newspapers, etc.) as ________, _________, ______.
4. To demonstrate the skills of thorough and substantial revision, organization, editing, and proofreading.
5. To find and evaluate appropriate source materials.
6. To integrate ideas and information into one's own writing using quotation, summary, and paraphrase.

4.  Course requires lots of writing throughout the semester
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 prose (i.e., journals, drafts, the like).

5.  Course requires frequent instructor feedback on student writing and require revision of commented upon writing
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.
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
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 Writing Center 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 Writing Center most weak students need some one-on-one work with the instructor as the instructor has the close familiarity with the expectations of the discipline and the major.  An instructor can coordinate his/her work with the Writing Center tutor.

 
April 2002