Liberal Studies Home IUP Home

WRITING-INTENSIVE COURSES AT IUP

Information about the procedures to have courses approved to be writing intensive is available below in two formats--Word documents (.doc) and HTML (web-based text) which follows.

Download copies of the forms and sample proposals in Word document format:

(Click on link to download Word file)
Writing-Intensive Procedures (contains forms, instructions, and explanations needed to submit a course proposal to the Liberal Studies Committee for approval as a writing intensive course)
 

This packet of materials is for use by individuals and departments who wish to designate courses as "Writing-intensive. It contains:

1. Procedures for Using the W-designation, as agreed upon by the UWUCC and the LSC.

2. Cover Sheet for Request for Approval to Use W-designation

3. Criteria for Writing-intensive courses, as approved by the University Senate, including checklists: "The Liberal Studies Committee's Most Frequently Asked Questions" and Summary of Writing Assignments

4. Bibliography of materials on teaching writing-intensive courses

What is a Writing-intensive course? The University Senate defines this as a course that has content as its primary focus but that also reinforces writing skills by using writing in a substantial way to enhance learning.

As those of you who attended an IUP Writing Workshop know, these courses are not created by merely tacking on more writing assignments. Writing is not an "extra"; rather, it becomes an integral part of the learning process. Writing is not added to content; it is a way of improving students' understanding of content. The motto of the writing-across-the-curriculum movement is "Writing to Learn."

The best way to begin revising a course to make it writing-intensive is to think clearly about your objectives. What do you want the students to learn, or to be able to do? With your objectives clearly in mind, you can then choose writing assignments--from the dozens of possibilities available--that will most increase learning.

This means that there is no "perfect" formula that will work for every instructor in every course. You have a great deal of flexibility in designing your course and in selecting your writing activities. There are, however, minimums set out in the Criteria for Writing-intensive Courses, and you must, of course, observe those.

A note about the two sample proposals. These are not intended to suggest a "best" or "right" or "only" way to design a course. They are intended to define the form that the LSC asks you to follow when submitting a proposal. Committee members will have many proposals to read, and you can help them (and yourself) by arranging material in a standard way.

Any LSC member will be happy to read your proposal informally prior to submission, or to refer you to someone with more expertise.

PROCEDURES FOR USING THE W-DESIGNATION

The W-designation may be applied to a course or section only when authorized by the Liberal Studies Committee (LSC); attaching a W indicates that the course or section is "writing-intensive" and meets the criteria established by the University Senate. All LSC actions either authorizing or denying authorization for a W-designation will be reported to the UWUCC for information.

How Do We Get the Process Started?

STEP #1. Read the Senate-approved criteria for writing-intensive courses. Consider attending a writing workshop designed to help faculty prepare proposals, or talk with a colleague who has attended. Read the introduction and look at the sample proposals available from the LSC.

STEP #2. Complete the application form, get the necessary signatures and send one (1) copy of the form and its attachments to the LSC.

How Much Flexibility Will We Have Within the Department?

You have a great deal of flexibility. Because the LSC knows that departments face different situations, it will authorize the use of a W-designation in any of three ways:

I. PROFESSOR MAKES A COMMITMENT TO WRITING

A professor may make a commitment to IUP's Writing Across the Curriculum program. The W may then be attached to any course that she or he elects to teach in a writing-intensive way. (The professor need not emphasize writing in every course, every time; this method permits the use of the W, but does not demand it universally.) To make a commitment, a professor must: (1) indicate his or her intention on the application cover sheet, (2) have completed an approved writing workshop, (3) submit an acceptable proposal for one W-course, and (4) agree to forward to the LSC, for its information, syllabi for subsequently offered W courses or sections.

Professors will be asked to indicate, every five years, if they want to continue the commitment.

II. DEPARTMENT IDENTIFIES A WRITING-INTENSIVE COURSE

A department may indicate that one of its courses will be a writing-intensive course regardless of who teaches it. To receive authorization to use the W for a departmental course, a department must: (1) submit an acceptable proposal for that W-course, and (2) attach a supplementary statement explaining how the department will insure that whoever teaches the course will abide by the syllabus, use the same or equivalent writing assignments, and be familiar with current theory and practice in writing-across-the-curriculum.

III. PROFESSOR MAKES INDIVIDUAL COURSE APPLICATION

A professor may apply to use a W-designation on a course-by-course basis. A small team of professors who regularly teach a course together may submit a jointly prepared proposal in this same manner. To receive authorization for a course, a professor or team must: submit an acceptable proposal for that W-course. [Note: this form of authorization is both course-specific and professor(s)-specific. It cannot be carried by the professor(s) to other courses, nor can it be used for this course when other professors are teaching it, unless they submit their own applications.]

How Long Will It Take to Get Approval?

The LSC will make every effort to act promptly on applications. Assuming that the proposal contains no insufficiencies, a submission by November 1 will receive action in time for inclusion on the next summer or fall schedules; a submission by April 1 will receive action in time for inclusion on the next spring schedule.

How Does the W-Designation Get on the Class Schedule?

The department chairperson does this when preparing the "Final Class Schedule." The Director of Liberal Studies will provide in a timely fashion a list of writing-intensive authorizations so that chairpersons can do this with assurance. As in the case of all scheduling decisions, it is assumed that the chairperson will have consulted appropriately with faculty and deans, and considered the programmatic needs of students served by the department.

In the case of a professor commitment, the chairperson may apply a W to any course or section of a course, any time this professor is the instructor (assuming, of course, that the professor agrees to teach this course in a writing-intensive manner). In the case of a departmental course, the W may be applied any time that the department can fulfill its promise to insure the course is writing-intensive. In the case of a professor/individual course authorization, the chairperson may apply a W only when the specific professor(s) and specific course are paired on the class schedule.

The chairperson has a good deal of flexibility: The W may be applied to some sections of a course without applying it to all. The W may be applied to a course or section for some semesters without incurring an obligation to apply it every time the course is taught.

Because there is flexibility, however, chairpersons have a responsibility, when scheduling a W course or section, to communicate with involved faculty to be sure that they are willing and intending to teach in a writing-intensive manner on this occasion.

PERIODIC EVALUATION AND REVIEW OF THESE PROCEDURES:
(Agreement between UWUCC and LSC)

1. The LSC will report annually to the UWUCC on how these procedures are working.

2. These procedures will be reviewed jointly by the UWUCC and LSC at the end of three years.

Agreement Renewed: 10/92

CHECK LIST FOR WRITING-INTENSIVE PROPOSALS

The Liberal Studies Committee's Most Frequently Asked Questions,

Based on the Senate Criteria for Writing-Intensive Courses

For All Writing-Intensive Courses:

______ Are the writing assignments integral parts of the course, rather than exercises that seem tacked on artificially? Are they assignments that promise to enhance student learning?

______ Have you considered various forms of writing such as case studies, laboratory reports, journals, letters, memos, formal essays, research articles, project or grant proposals, and so forth?

______ Does one of your course objectives explicitly mention the improvement of writing?

______ Will you distribute written instructions, including criteria for evaluation, for major assignments?

______ Will students receive guidance in conceiving, organizing, and presenting written material in ways appropriate to the subject being studied?

______ Will students produce at least 5000 words (15-20 typed pages) of writing that you evaluate? Have you clarified this by giving us the minimum number of pages that you expect for each writing assignment?

______ Are there at least two, and preferably more, different writing assignments?

______ Will students revise at least one assignment after receiving your review comments?

______ Does at least one assignment require students to produce finished, edited prose (as differentiated from whatever informal or draft writing you have included)?

______ Are written assignments (in-class; out-of-class) worth at least 50% of the course grade?

For Type I (Professor Commitment) Writing-Intensive Courses:

______ Have you attended a writing workshop either at IUP or elsewhere? [If not, have you indicated at least equivalent preparation based on such things as graduate education, teaching experience in writing courses, publications, conference attendance, or other professional activities?]

For Type II (Departmental) Writing-Intensive Courses:

______ Does your "statement of departmental responsibility" explain how the department will ensure that the writing component is present regardless of who is teaching? Does it identify the specific department group or individual who is responsible for ensuring this?

Summary of writing assignments for ________________________ ___

     
                         
A. Writing Assignments

B. Examinations (Complete only if you intend to use essay exams/short answers as part of the required number of pages of writing.)

*Total writing assignments should contain at least 5000 words (approximately 15-20 typed pages) in two or more separate assignments; written assignments should be a major part of the final grade--at least 50% or more.

REQUEST FOR APPROVAL TO USE W-DESIGNATION

LSC #_____

Action______

COVER SHEET: Request for Approval to Use W-Designation

TYPE I. PROFESSOR COMMITMENT

( ) Professor & Phone

( ) Writing Workshop? (If not at IUP, where? when?)

( ) Proposal for one W-course (see instructions below)

( ) Agree to forward syllabi for subsequently offered W-courses?

--------------------------------------------------------------------

TYPE II. DEPARTMENT COURSE

( ) Department Contact Person & Phone

( ) Course Number/Title

( ) Statement concerning departmental responsibility

( ) Proposal for this W-course (see instructions below)

---------------------------------------------------------------------

TYPE III. SPECIFIC COURSE AND SPECIFIC PROFESSOR(S)

( ) Professor(s) & Phone

( ) Course Number/Title

( ) Proposal for this W-course (see instructions below)

---------------------------------------------------------------------

SIGNATURES:

Professor(s) ____________________________________________Date_________

Department Chairperson __________________________________Date_________

College Dean ____________________________________________Date_________

Director of Liberal Studies _____________________________Date_________

COMPONENTS OF A PROPOSAL FOR A WRITING-INTENSIVE COURSE:

I. "Writing Summary"--one or two pages explaining how writing is used in the course. First, explain any distinctive characteristics of the content or students which would help the Liberal Studies Committee understand your summary. Second, list and explain the types of writing activities; be especially careful to explain (1) what each writing activity is intended to accomplish as well as the (2) amount of writing, (3) frequency and number of assignments, and (4) whether there are opportunities for revision. If the activity is to be graded, indicate (5) evaluation standards and (6) percentage contribution to the student's final grade.

II. Copy of the course syllabus.

III. Two or three samples of assignment sheets, instructions, or criteria concerning writing that are given to students. Limit: 4 pages. (Single copies of longer items, if essential to the proposal, may be submitted to be passed among LSC members and returned to you.)

Please number all pages. Provide one copy to Liberal Studies Committee.

Before you submit: Have you double-checked your proposal against "The Liberal Studies Committee's Most Frequently Asked Questions"?

Liberal Studies Criteria

WRITING ACROSS THE CURRICULUM

Criteria for Writing-Intensive Courses

IUP is committed to the improvement of student writing skills; therefore, the responsibility for writing must be university wide. This means that writing must be practiced and reinforced throughout the curriculum. Students need to be educated to recognize that writing is a necessary and frequently used skill. Writing assignments must be designed to increase learning by encouraging students to integrate new knowledge with previous knowledge and to teach discipline specific uses of writing.

Courses which develop writing skills are of two types: (1) Writing courses--those that provide direct instruction in writing skills and the process of writing (the two required English composition courses) and (2) Writing-intensive courses--those that have content as their primary focus but also reinforce writing skills by using writing as an integral part of the learning experience. Writing-intensive courses are addressed in criteria which follow.

GOALS FOR WRITING ACROSS THE CURRICULUM

(1) Encourage and reinforce student learning by using writing as a learning tool;

(2) Help students write more effectively;

(3) Prepare students for writing in their careers and in their personal and community lives;

(4) Encourage literacy across the university;

(5) Demonstrate IUP's commitment to effective writing skills.

CRITERIA FOR WRITING-INTENSIVE COURSES

[revised, University Senate, December 1992]

In designing writing-intensive courses, departments are urged to be creative and to modify/design courses which are both faithful to the university-wide criteria and reflective of the differences among fields of study. Faculty are urged to determine the number of papers or words (specific number and kinds of writing assignments), grading scales, and teaching strategies appropriate for individual writing-intensive courses.

All writing-intensive courses must:

(1) Integrate carefully planned writing assignments into the course so that they increase student learning and enhance student ability to write.

(2) List the improvement of student writing among the course objectives in the syllabus.

(3) Distribute specific written instructions, including criteria for evaluation, for major assignments.

(4) Guide students in conceiving, organizing, and presenting written material in ways appropriate to the subject being studied.

(5) Provide ample opportunities for students to improve their writing skills and to have at least 5000 words (approximately 15-20 typed pages) comprising two or more separate assignments evaluated by an instructor. Depending on the nature of the course, appropriate writing assignments may include such formats as case studies, laboratory reports, journals, letters, memos, formal essays, research articles, project or grant proposals, and so forth.

(6) Provide an opportunity for students to revise at least one of their writing assignments after receiving response from the professor.

(7) Include, with whatever informal or draft writing is appropriate, at least one assignment that requires students to produce finished, edited prose.

(8) Consider written assignments as a major part of the final grade; in most cases, this should be 50% or more.

In addition, all writing-intensive courses should:

(1) Give attention to both the process and the product of writing. Intervention in the writing process, particularly in its early stages, is a highly effective way of helping students produce better written work. For example, students can be assisted with task definition, topic selection, information gathering, organization and formatting, and revision strategies. Major assignments should have clearly defined stages of preparation and regular progress reviews.

(2) Provide opportunities for students to consult with instructors and perhaps tutors or one another as they prepare drafts of assignments or revisions.

(3) Provide an appropriate variety of writing experiences by including writing with different audiences, purposes, or formats. There should also be an appropriate mixture of in-class and out-of-class writing and of graded and ungraded writing.

RESOURCES AVAILABLE FOR WRITING ACROSS THE CURRICULUM

**Barbara Walvoord, Helping Students Write Well: A Guide for Teachers in All Disciplines. (Second Edition. N.Y.: Modern Language Association, 1986)

Excellent handbook for faculty. Advice on designing courses, coaching the writing process, and responding/evaluating student writing. Also case studies of courses in history, literature, psychology, biology, sociology, marketing research.

**Barbara Walvoord, Three Steps to Revising Your Writing for Style, Grammar, Punctuation, and Spelling. (Glenville, IL: Scott, Foresman, 1988)

Advice for students. Includes general approaches to editing prose as well as specific "lessons" on topics like subject-verb agreement, pronouns, punctuation, capitalization, etc.

*C. Williams Griffin, ed. Teaching Writing in All Disciplines. (San Francisco: Jossey-Bass, 1982)

Collection of articles. Covers coaching students, connection of writing to learning, responding to writing, and examples from mathematics and finance courses.

*Robert Weiss, ed. Faculty Handbook for the West Chester University Writing Program. (1987)

Includes general advice plus brief descriptions of writing activities in nineteen of West Chester's "writing-emphasis" courses.

*The Forum for Liberal Education, 7 (October 1984). [Periodical published by Association of American Colleges]

Special issue devoted to Writing Programs, including descriptions of what is happening on fourteen campuses.

*The Busy Professor's Travel Guide to Writing Across the Curriculum.

Faculty handbook from Eastern Oregon State College. Emphasizes strategies for improving work in progress rather than dealing with writing disasters after they have occurred.

**Available in Reference Section, Stapleton Library.

*Available in Liberal Studies Office.

Last Modified Wednesday June 04 2008