Appendix

WRITING ENHANCED COURSE PILOT PROGRAMó

STUDENT SURVEY II (End of Semester)

 

Course: Status: Fr___ Soph_____ Jr____ Sr____

Please circle the number that best reflects your thinking on a scale of

1 (strongly disagree)—5 (strongly agree), or complete the answers to the questions.

 

1.      I have done a considerable amount of writing in this course. 1 2 3 4 5

 

2.      I was given clear criteria for writing as part of my assignments. 1 2 3 4 5

 

3.      I have received helpful feedback on my writing from classmates. 1 2 3 4 5

 

4.      I have received helpful feedback on my writing from my professor before receiving a final grade. 1 2 3 4 5

 

5.      I appreciated getting feedback on my writing from others. 1 2 3 4 5

 

6.      I have had an opportunity to revise my writing in this course. 1 2 3 4 5

 

7.      I have found the use of writing checklists (i.e., for editing, evaluation) beneficial for understanding the grading process. 1 2 3 4 5

 

8.      Writing about course material helped me learn and understand it better. 1 2 3 4 5

 

9.      I have written _______short papers (1-2 pages) in this course. (Please enter number.)

 

10.  I have written _____long papers (over 3 pages) in this course. (Please enter number.)

 

11.  I spent a good deal of time writing and revising essays for this course. 1 2 3 4 5

 

12.  I rate myself as a (poor, fair, good, excellent) writer. Circle one

 

13.  I have used multi-media technology for writing or communications projects in this course. 1 2 3 4 5

 

14.  I think it is important to offer writing intensive courses in my major and in the Core curriculum, in addition to English composition courses. 1 2 3 4 5

 

15.  I have improved my writing skills in this course. 1 2 3 4 5

Please be specific about your improved skills:

 

16.  What was your best writing experience in this course?

 

Please suggest how to make future writing-intensive courses most effective:

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/.