Complete Table of Contents

• Introduction
• Basic Principles of WAC
• What's in it for me?
• What in it for students?
• Teacher commentary
• Other sites on the Internet
• What kinds of writing can I include?
• Writing to Learn
• Writing in the Disciplines
• What is writing to learn?
• A fuller definition of writing to learn
• Examples of WTL activities
• The reading journal
• Generic and focused summaries
• Annotations
• Response papers
• Synthesis papers
• The discussion starter
• Focusing a discussion
• The learning log
• Analyzing the process
• Problem statement
• Solving real problems
• Pre-test warm-ups
• Using Cases
• Letters
• What counts as a fact?
• Believing and doubting game
• Analysis of events
• Project notebooks
• The writing journal
• Using computers with WTL activities
• Alternatives for evaluating WTL writing
• Teacher commentary
• Selected print resources
• Other sites on the Internet
• What is writing in the disciplines?
• A fuller definition of WID
• Alternate forms/formats that mimic professional writing
• Combining WTL with WID
• Sequencing tasks
• Marking papers
• Improving the research paper
• Excellent goals for assigning research papers
• Questions to ask about how students will perceive your goals
• Three points to consider
• Resource: Improving the research proposal
• Teacher commentary
• Selected print resources
• Other sites on the Internet
• Do I have to be an expert in grammar?
• Don't edit writing to learn
• Make students responsible for polishing their papers
• Think of yourself first as a reader
• Use peer editing
• Try a time-saving short-cut
• Sample policies on grading mechanics v. content
• Other sites on the Internet
• Do writing and peer review take up too much class time?
• How can I avoid getting lousy student papers?
• Spell out key criteria
• Give out models of good papers
• Require peer review
• Teacher commentary
• What makes a good writing assignment?
• Five principles
• Writing should meet teaching goals
• Working backward from goals
• Resource: Guidelines for writing assignments
• Resource: Checksheets
• Resource: Sample assignments
• Resource: Sample grading criteria
• Teacher commentary
• Other sites on the Internet
• How can I get the most out of peer-review?
• Specify tasks for the peer review
• Consider sequencing the peer-review tasks in multiple workshops
• Model how to use the workshop sheet or criteria list before peer review
• Model effective commenting
• Model how to handle divergent advice
• Think about logistics
• Provide adequate time for students to conduct thorough peer review
• Build in incentives for students to contribute helpful commentary to others and to ponder the commentary they receive
• Resource: Sample workshop sheets
• Other sites on the Internet
• How can I handle papers?
• Focus your commenting energies
• Use a grading sheet
• Resource: Sample grading sheets
• Resource: Sample grading criteria
• Why consider collaborative writing assignments?
• What writing resources are available for my students?
• What teaching resources are available?
• WAC Clearinghouse Links
• Contributors to this Guide