WI Course Objectives
The ability to communicate effectively in writing should be aligned with the learning outcomes of the course.
- Use writing as a tool to discover ideas.
- Demonstrate the ability to use writing as a way of communicating ideas.
- Identify discipline-specific ways of writing.
- Demonstrate proficiency in disciplinary writing conventions appropriate to the course.
- Demonstrate a degree of mastery in writing a paper in the format of the journal, Ecology.
- Show competency in standard written, edited American English according to assigned disciplinary Style Guide(s).
The following criteria will be met in the Designation of "Writing-Intensive" courses:
1. Instructors must provide at least one writing-related learning outcome.
Outcomes should state what the student will be able to do (i.e. writing skills learned in the course), rather than what students will do in the course (i.e. activities performed in the course).
2. Students must complete informal and formal writing assignments sequenced during the course intended as "writing to learn" and "learning to write" assignments.
Examples of informal "writing-to-learn" writing assignments include brainstorming, free writing, journals, reaction- response essays. Examples of formal "learning to write" assignments include critiques, reviews, laboratory reports, case studies, observations, essays, proposals, and research papers.
3. Students must receive feedback from instructors. The feedback should facilitate the composing process but give the primary responsibility for revision to the student.
This feedback might be supplemented by peer mentors, writing fellows, and writing center instructors.
4. Students must have an opportunity to incorporate feedback from instructors (as well as from peer mentors, writing fellows, and writing center instructors) and complete substantive revision of written work.
This feedback might provide comments rather than markings and use sequencing to facilitate invention and pre-writing, drafting and revision, substantive editing and proofreading.
5. The course must include classroom discussion of particular writing conventions—vocabulary, organization, evidence, citation—specific to the discipline or profession.
A simple exercise is to address the assignment prompt and the difference between using a thesis and hypothesis, or using primary texts or field research.
6. A minimum of 20% of the grade for the course must be based on the extent to which students display program writing criteria (i.e., as evaluated by rubrics) in the revision and editing processes of formal writing.
This Triple C Form (.pdf) (.docx) is designed to give you some guidelines as you develop your courses. It will also help us review WI Course proposals. In order for a course to be reviewed, the Triple C Form needs to be submitted to the IWC by a faculty member or College Curriculum Committee representative to the IWC (See WI Submission Process).
This checklist is meant to demonstrate flexible means of meeting criteria rather than define prescriptive directions. When completing the form please provide concrete explanations for how the requirements are met in the course, and/or quote from relevant sections of the course outline. The more general the description, the greater potential there is for delay in approval of the course as WI. A sample of completed Triple C Forms is provided below.
|Criterion||Guideline||How requirement will be met|
|WI Courses have writing-related learning outcomes.||One or more learning outcomes addressing students' development of writing skills relevant to the field and how students will use writing to learn in the course.
First Year Writing courses will include a learning outcome related to awareness of the social and intellectual aspects of writing in the university.
|Informal Writing Assignments||Distributed through the course as appropriate to learning outcomes.|
|Formal Writing Assignments||Single document sequenced and due at the end of the semester and/or multiple documents due during the semester.|
|Revision Policy||Students must receive feedback from instructors and have an opportunity to incorporate feedback from instructors and complete substantive revision of written work.|
|Classroom Discussion||Class lessons of particular writing strategies.
First Year Writing Courses include discussion of critical reading, writing, research and reflective practice.
|Writing portion of the grade||At least 20% of the overall course grade must be based on writing assignments.|
The following are completed Triple C Forms offered to show faculty samples for how to complete the checklist form:
- CLA-HIST-322-Monuments and Memory-Sample CCC Form
- CIAS-ARTH-371-Art and Architecture of Rome-Sample CCC Form
- KGCOE-ISEE-330-Ergonomics and Human Factors-Sample CCC Form
Please contact UWP Director, Dr. David Martins email@example.com with questions.