Writing at the CollegeResources
Writing Rich Guidelines
In the First Year Writing course, students learn, as well as practice, foundational academic writing skills. First Year Writing course instructors follow these Writing Rich strategies.
In the anchor course, students find that foundational writing skills are reinforced, at least to some degree, in the writing they produce. Students are also introduced to disciplinary writing. Anchor course instructors follow these Writing Rich strategies.
In their academic major, students enroll in a mid-level writing-rich course, where, as emerging writers, they begin to practice the foundational writing of their discipline. Instructors teaching the mid-level course follow these Writing Rich strategies.
In their academic major, students enroll in an upper-level writing-rich course, where, as developing writers, they produce writing that is increasingly complex in focus and development and more sophisticated in the conventions and style of the discipline. Instructors teaching the upper-level course follow these Writing Rich strategies.
Frequently Asked Questions
What is the Writing-Rich model?
Along with the implementation of IGEP, the College implemented a new model for nurturing undergraduate student writing. The Writing Rich (WR) model gives faculty control in determining what effective and relevant writing means in their content area and supports them in their efforts to infuse writing into their discipline. The model works with faculty (small scale) and departments (large scale) to integrate writing instruction into courses and emphasizes ongoing student writing improvement.
What principles shape the Writing Rich model?
The WR model is based on these principles:
- Writing is flexibly defined as an articulation of thinking. This means that throughout their academic experience, students participate in a variety of writing practices and formats to communicate their ideas.
- Writing ability is continually developed rather than fully mastered.
- Writing is instrumental to learning, so writing instruction is the shared responsibility of content experts in all academic disciplines.
- Content experts are most successful at incorporating writing strategies into their courses because they can clearly communicate the discipline’s expectations.
- Those who infuse writing into their teaching require support.
Why has the College implemented a new writing model?
How is the Writing Rich model different from the Writing Intensive model?
What happened to the Writing Intensive Course Guidelines?
In 2018, the Writing Advisory Group approved first year, anchor course, mid-level, and upper-level WR course guidelines that reflect the philosophy of the Writing Rich model.
What is the Writing Advisory Group (WAG)?
WAG is an inclusive committee; any person interested in serving on WAG is welcome.
What are Writing Plans?
Writing plans help departments define writing opportunities for students, assess writing, and address instructional support. These faculty-driven plans are flexible in scope based upon the needs of individual courses, the needs of sequenced courses, and the broader needs of departments. Writing plans address these basic questions:
- What writing abilities should students be able to demonstrate?
- What assessment strategies should be implemented?
- What sorts of support do faculty need to integrate relevant writing instruction?
How will we know the Writing Rich model is meeting its goals?
Feedback and assessment of the WR model will occur in several ways:
- The Office of Writing at the College will collaborate with faculty on department writing plans to help name the writing that characterizes the discipline, address the abilities students should master, and map students’ writing abilities into the course curriculum. Faculty will provide feedback on the process.
- Department Writing Plans will be shared with the Writing Advisory Group as a means to learn, offer support, and generate a climate of writing.
- Department writing plans will be rated against faculty-generated criteria by a panel of raters drawn from inside the department. The rating sessions will take place every three to five years.
- A sample of faculty will be surveyed each year to gain feedback on the WR model and to determine the effectiveness of the WR model.
- The Office of Writing at the College will collaborate with the Center for Learning and Teaching (CELT) on assessment and faculty development.
What resources support the Writing Rich model?
I’m confused. I’ve heard the College’s writing program sometimes referred to as Writing Across the Curriculum. Is that an error?
Is anyone available to talk about the Writing Rich model?
Yes! The Office of Writing at the College will meet with faculty and departments to provide information on the WR model, address questions about writing instruction, and offer resources on writing. These meetings can be arranged with Dr. Peggy Johnson (firstname.lastname@example.org).