Instruction in an upper-level W-R course addresses students in the major by advancing their writing in the discipline and promoting their knowledge of the discipline’s writing conventions.
- The instructor asks students to demonstrate their familiarity with the writing format, content, style, design, and conventions typical of the discipline.
- The instructor determines the length and type of writing assignments for the course based on best practices of the discipline.
- The instructor guides students in their development as writers and does not simply assign writing for students to complete.
- In each assignment, the instructor identifies a specific audience and valid purpose.
Achieve these writing requirements by:
- Calculating writing as a significant part of the final course grade: However, promote the relationship between writing and learning rather than emphasize total page count
- Instructing and assigning writing typical of the discipline: Reinforce the writing conventions, audience expectations, content, organization, and format of writing required in the discipline
- Clarifying assignment expectations: Offer students an assignment sheet that defines and explains the writing project and a rubric that clarifies how writing will be evaluated
- Implementing classroom collaboration: Spend class time preparing students to complete the assignment, discussing writing in progress, and engaging in collaborative efforts
- Emphasizing the composing process: Separate assignments into sections (e.g. prewriting, drafting, revising, editing) so students understand that writing involves stages of learning
- Implementing information literacy: Ask students to locate and effectively integrate valid and relevant source material to compose an appropriately developed argument
- Providing opportunities for feedback: Give students feedback and advice throughout the composing process, and allow students to engage in peer feedback in or out of class
- Including student evaluation: Require students to evaluate the course’s writing component at the end of the term
These guidelines support the undergraduate college’s goals for written communication: Consider audience and purpose; use evidence effectively; apply critical reasoning and creativity; choose appropriate language and style; follow the conventions of a particular discipline.