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Proposal: Writing Intensive Requirement. for Literacy Competencies. rationale. ensures writing-to-learn concept operational across curriculum intervenes when student(s) is “progressing” despite elemental or even very severe challenges w/r/t writing
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Proposal: Writing Intensive Requirement for Literacy Competencies
rationale • ensures writing-to-learn concept operational across curriculum • intervenes when student(s) is “progressing” despite elemental or even very severe challenges w/r/t writing • offers continuity from first year composition to continuing course work • normalizes writing as a part of active learning in academic context
basic outline • first year composition sequence (engl 1010 & 2010 or 2020) • 3-6 semester hours of writing intensive coursework in student’s major • 3-6 semester hours of writing intensive coursework from elective selections (to be determined by CXC committee) • potential mandatory “intervention” course at various levels of development (i.e., ENGL 3030)
course models • CXC Committee to develop course application for WI designation to be filled out by instructor, program and/or department • offer 5 models for course structure as it aligns with WI concepts • model 1: writing to learn • model 2: writing in the disciplines • model 3: expository/academic writing • model 4: professional/technical writing • model 5: interdisciplinary writing in academic contexts
ease of implementation • fyc already required • many courses already “fit” WI designation but might be bolstered in their efforts with CXC workshops, resources, and other forms of guidance • many courses may with some small effort begin to integrate more writing with CXC assistance • intervention can take place through collaborative efforts between teachers and CXC committee members (review of student work, portfolios, and so on)
benefits to students, teachers & UVSC • continuity of writing development & academically appropriate expectations from teachers will benefit students • CXC involvement may help teachers discover ways of integrating more writing w/out adding time to prep or grading (maybe reducing!) • upcoming assessments and accreditation processes are aided by the presence of CXC and WI initiatives on our campus, showing that we are interested in creating a “campus culture of learning”
