GUIDELINES FOR PROFESSORS TEACHING WRITING ENHANCED COURSES
To accomplish our common goal of helping Pace students further develop and practice competent communication skills for success in their professional life, we would like to assist professors from all schools to reinforce the importance of effective writing in their courses. Here are the guidelines for participation in the Program:
· All professors are encouraged to attend WEC workshops led by Linda Anstendig and Eugene Richie during or before the semester in which they teach their first Writing Intensive course. Usually these workshops are videoconferences for participants on both NYC and PLV campuses.
· Each participating professor works with a Dyson writing consultant during the semester. A certain number of hours are to be agreed upon at the beginning of the semester for ongoing consulting. Together they examine the course syllabus to integrate informal writing and formal writing assignments, and they design these assignments to incorporate opportunities for drafting, feedback and/or conferencing, revising and evaluating. The writing consultant may also help with grading and conferencing with students about their writing. The kinds of assignments will vary depending on the discipline and course curriculum.
Assignments (Informal and Formal)
· Each course requires an effective amount of writing, not including exams, to help students better learn course content. The writing assignments combine informal writing, such as journals, summaries, and online discussion forum (Blackboard), as well as other writing activities, and more formal writing assignments. A longer research assignment might be divided into stages, including a proposal, annotated bibliography, and final essay.
· Professors distribute detailed written handouts for each writing assignment, specifying criteria and clearly setting forth expectations.
· Students receive feedback for revision on at least one assignment before it is graded—through a conference, in-class workshop (i.e., reviewing a student paper, possibly from a previous class, as a model), peer review, and/or tutoring session.
· Professors base a considerable portion of their grades on writing evaluation. Formal writing elements, such as clear focus, good organization, development, and editing, are considered in grading as well as content. Rubrics or checklists may be developed for assessment purposes.
Note: This appendix is from to the article "Architects of Change: Writing Enhanced Course Program Development and Core Reform," by Linda Anstendig, Eugene Richie, Shannon Young, Pauline Mosley and Bette Kirschstein, available at https://wac.colostate.edu/atd/articles/pace2004/.