Writing Intensive Curriculum

WI Course Criteria

There are really just three criteria for a WI course:
  1. Students produce 15-17 pages of revised writing. You may arrive at this total through any combination of assignments. For instance, students might take reading notes, get feedback, and revise them into a response paper. You might give an in-class exam, give feedback, and then require students to turn it into a paper. You might have a large paper broken into chunks with a first and final draft. Please feel free to discuss assignment ideas with the writing specialist at the CTL.
  2. Students receive feedback before revision. At least some has to come from the faculty member; the rest can come from peer review (in class or out of class).
  1. The syllabus informs students that they cannot pass the course without passing the revised writing–information conveyed either by grade weight or by an explicit explanation.

WI Objectives

Writing Outcomes for WI Courses
  • Students will produce written work appropriate to the discipline through a process that involves drafting and revision based on feedback.
  • Students will produce focused and coherent texts that address a specific audience, move effectively between generalizations and details, make honest use of sources, and engage complex ideas without distortion.
  • Students will produce texts that show careful attention to fluent sentence structure, grammatical correctness, and proper documentation.
  • Students will identify a suitable subject for scholarly inquiry in the discipline, analyze appropriate primary and secondary source materials, and support a focused thesis or argument in a clear and coherent product.
In your syllabus, feel free to refer students to these common WI outcomes.

Language for Syllabus/Assignment About CTL Tutoring

The writing subcommittee of UCIC offers this text to share with students in an assignment or on a syllabus—with thanks to Holly Karapetkova:

All writing, however strong, can benefit from a careful reader’s response. In addition to feedback from your instructor and your classmates, writing assistance is available from peer consultants in the Center for Teaching and Learning (CTL). These tutors can help at any stage of the writing process—from getting started to final editing. They can help you figure out an assignment, overcome “writer’s block,” or discover your thesis.

Remember, however, that consultants are not allowed to revise or edit students’ papers. With grammar, they can point out patterns of error and help you spot and fix them. All changes, revisions, or corrections must be your work.

Use Starfish to sign up for an appointment. For a full draft, the CTL recommends 50 minutes with a writing consultant.

Don’t forget to bring your assignment!

Center for Teaching and Learning

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