Application Appendix


Area 1: Instruction and Pedagogy—

Supporting linguistic and cultural diversity.

  • programs/staff supporting English Language Learner students, development of resources for faculty for working with ELL students, development of resources for ELL students

Supporting writing as a process.

  • faculty adoption of peer response, faculty adoption of writing assignment drafts, robust writing center, implementation of portfolios

Using writing as a mode of learning.

  • faculty development activities and resources focused on WTL pedagogy, faculty adoption of WTL pedagogy

Understanding writing as rhetorical.

  • student publishing opportunities, opportunities for students to present their research

Increasing students’ knowledge of disciplinary writing conventions.

  • disciplinary rubrics, WEC, WID courses, departmental writing guides, disciplinary student writing journals, campus student research showcases  

Building students’ 21st century literacies.

  • faculty development for OWI, ePortfolios


Area 2: Student Engagement—

Developing inclusive and accessible strategies for learning.

  • faculty development activities focused on accessibility, working with disability services office

Supporting underserved or systemically minoritized students. 

  • antiracist faculty development activities, collaborating with campus DEI groups 

Increasing student engagement across modalities and formats.

  • ePortfolios, social media initiatives

Sustaining writing across students’ academic careers.

  • vertical writing requirements, career portfolios, WEC


Area 3: Culture/Community—

Identifying and tracing various WAC efforts (including professional development) across campus, including contingent faculty and graduate instructors if relevant.

  • retreats, learning communities, workshop series, faculty certificate programs, conferences, celebrations of student writing

Recognizing and building on expertise already on campus.

  • writing center support, Writing Studies faculty, WAC expert, collaborations with other campus units 

Creating an interdisciplinary community of committed faculty around teaching and student writing.

  • learning communities, writing committees/advisory boards, cross-disciplinary writing assessment/placement activities, website/blog

Fostering partnerships with other programs to support WAC goals.

  • partnering with a CTL, partnering with a writing center, partnering with DEI efforts, partnering with GE efforts, partnering with graduate studies

Creating a campus culture that supports writing.

  • campus writing committee, vertical writing requirements, regular faculty development for teaching writing, student writing awards/showcases/journals, annual program report to highlight accomplishments/feature facets of WAC in action


Area 4: Program Development—

Learning from experienced WAC directors, researchers, and scholars.

  • consultants and outside speakers, AWAC and/or WAC Clearinghouse and or CCCC WAC SG involvement

Learning from existing scholarship on WAC program administration.

  • identify ideas that informed decision-making in program design/development, developing programs based on frameworks/strategies from the WAC literature

Seeking interdisciplinary input and investment in the WAC program.

  • interdisciplinary advisory group, conference presentation opportunities for WAC faculty

Collaborating with other institutional groups.

  • co-hosted events/projects

Contributing to WAC scholarship and/or public knowledge about writing and writing scholarship.

  • published articles, conference presentations

Advertising your WAC program and its successes.

  • website, social media, newsletter, reports

Addressing and overcoming challenges.

  • strategic plans, reforms updating programs/curriculum, CWPA site visit

Documenting institutional support. 

  • budget, course release for administrators, staff support, office space 


Area 5: Assessment—

Creating meaningful, inclusive, and equitable evaluation of writing.

  • portfolio assessment, contract grading, community-based rubrics, antiracist assessment initiatives 

Designing models for WAC assessment.

  • working with departments on assessment, rubrics, collaborating with the office of assessment 

Designing, implementing, and responding to ongoing program assessment

  • evaluating effectiveness of WAC programming, engaging in local needs assessment, (re)designing programs and supports based on assessment findings

Soliciting input from institutional stakeholders

  • DSP, cross-disciplinary norming and assessment activities, community-based rubrics