Criteria
for Writing Intensive Courses
These criteria describe the core characteristics
and strategies of Rutgers-Newark Writing Intensive
Courses, from the WAC Committee. With Commentary.
Unified Writing Curriculum Goals for Writing
Intensive Courses
Another way of thinking about how to approach WI
courses: in terms of specific goals for what we
want our students to be able to DO after they have
successfully completed the course.
The Unified
Writing Curriculum begins with developmental
writing, continues through freshman composition,
and then through three levels of Writing Intensive
courses.
The UWC articulates desired student outcomes for
Introductory,
Intermediate,
and Advanced
Writing Intensive Courses, including specific goals
for Critical Thinking, Reading, Writing, and Research
at each level.
WAC Library
Books related to Writing Across the Curriculum.
These are owned by the WAC Program, and are available
to be consulted in the Writing Center, Hill Hall
112.
WAC
Faculty Area
Password protected Blackboard-style area where
faculty can consult the syllabi and writing assignments
of fellow Writing Intensive instructors. Also includes
a discussion board, and further information about
the program from the faculty point of view. Just
log in with your Rutgers NETID.
From "Writing Across the Curriculum
at Rutgers-Newark: Launching the Next Phase"
The following chapters from the WAC Coordinator's
Assessment and Planning Document are particularly
relevant for WAC Faculty:
Chapter
I. Introduction: Fundamental Properties of the Next
Phase of WAC at Rutgers-Newark
Chapter
VI. The Transformative Potential of WAC at Rutgers-Newark
Chapter
X. Faculty Support and Development: Assessment and
Recommendations Transformative Potential of WAC
at Rutgers-Newark
Results
of Faculty Survey, Spring 2004
Survey of R-N WAC Faculty conducted during the
Spring 2004 semester
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Information for Spring 2005
Writing Intensive Faculty
Welcome to the WAC Program, or welcome back. For
both newcomers and old hands, here are some changes
and opportunities as we begin the next phase of
WAC at Rutgers-Newark.
During Spring 2005:
We strongly urge all Writing Intensive instructors
to participate in actively referring students to
our new Student Support Services Project:
Support
Services for Student Learning--Faculty Information
Faculty teaching Writing Intensive courses can
recommend students for weekly WAC peer tutoring
in the Writing Center, or for our semester-long
weekly workshop taught by experienced writing teachers.
We ask that you make referrals as early in the
semester as possible (i.e., preferably in the first
two weeks) so that students can benefit from a whole
semester of regular weekly support services.
During Spring 2005:
We are asking all Spring 2005 Writing Intensive
instructors to submit information
about their courses, and to participate
in our new Course Development process,
part of the new procedure for designating WI courses.
First, we need your help in providing a writing-based
description of your course for students and for
program assessment purposes.
Second, we need your syllabi and writing assignments.
We strongly urge all Writing Intensive faculty to
participate in our
New
Course Development Process
The Course Development Process is the first step
in a new initiative to support our faculty as you
develop new writing intensive courses or refine
those already on the books. Many WI instructors
do not have specific training in the teaching of
writing, and so we're building in opportunities
to consult with those who do have that background.
Members of the WAC Committee stand ready to offer
feedback.
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