I.                   The first Workshops were held in PLV and PNY, Dec. 2000: Directors and Dyson writing consultants gave an overview of the Pilot Program. Professors brought their syllabi to be discussed and collected. The following items were distributed and discussed:


·         Guidelines for Professors—see attached

·         Abbreviated edition of the Guide to Writing and Technology Across the Curriculum (co-authored by Anstendig and Richie and published in-house: Available at or from The contents consisted of principles of WAC; strategies for brief writing-to-learn assignments; developing criteria for writing assignments; revision and feedback techniques—including peer review, checklists, and suggestions for treating common errors; strategies for evaluating student writing—including rubrics and grading standards; examples of ways to use on-line discussion forums; criteria for evaluating and citing on-line sources

·         Professors described the kinds of writing assignments they expected to use and consultants made suggestions of various strategies for setting up writing assignments, breaking down assignments into stages, sequencing research assignments, and developing checklists for responding to student writing.


After the workshop, the WAC Directors distributed copies of a booklet on WAC from Missouri Western State College featuring professors using best WAC practices.



Professor and Student Surveys #1 were distributed during the first week of classes.



II.                The second Workshops were held in March 2001 on both campuses. In attendance were directors, Dyson writing consultants and participating professors. The following handouts were distributed and discussed:


·         Classroom discourse and Writing Across the Curriculum— a form giving examples of personal, classroom and public discourse across disciplines

·         Writing Skills Assessment Forms

·         An article, "Electronic Notes" by Helene Krauthamer (Teaching English in the Two Year College March, 2001), which describes how to take notes from an article downloaded from the Internet or an Electronic Data Base.

·         Examples of evaluation rubrics for different kinds of assignments in different disciplines


Professors described the WEC strategies that they used in building their assignment, getting students to revise, and evaluating student writing, some experiences with using WebBoard and Blackboard as electronic writing components in some professors classes.


Directors and consultants collected materials from professors to keep as part of course portfolios: copies of newly developed materials including course outlines, assignments with writing criteria as well as drafts of student papers and final drafts, peer-feedback revision forms, revision criteria sheets, and evaluation and grading rubrics designed for specific assignments or for general use.

Directors edited and distributed to all Dyson faculty a WEC Newsletter describing specific strategies used by professors (see attached).

Professor and Student Surveys #2 were completed during the last week of classes.



III.             A Videoconference between PLV and PNY was held in early May 2001. Professors discussed which WEC strategies worked best in their courses, how students responded to being in a WEC course, and how we could improve the WEC Program in the future.

There was consensus for having writing standards across the curriculum and some

kind of university-wide WEC requirement.

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