The promulgation and practice of "writing to learn" throughout the curriculum is one of the major contributions of the WAC movement.
There are many strategies to help faculty develop assignment instructions in a way that facilitates good student response, and spending a little more time designing a writing assignment can pay dividends in terms of students meeting your expectations.
When creating writing assignments, or prompts, it is a good idea to start the process with the end goal in mind: What is it that you want students to demonstrate in a particular writing task? What will a successful student text look like? How is this writing assignment related to the course goals?
Once you have established what the writing task needs to accomplish, you can begin to think about what form the assignment may take: What kind of writing will students need to do to reach your goals?
A traditional research paper? A series of journals? Decisions about the kind of writing then lead to questions about time and process: How many drafts will you allow?
Will you comment on them all? Will there be peer review? What is a reasonable time frame from the moment students get the assignment to when they turn in a draft to be graded? Does the assignment require any work that may require extra time like going to the library or conducting an experiment?
When you are clear about what you want students to do and how long it will take them to do it, you are ready to write-up your instructions the prompt. It is always a good idea to give students a short description of what you are expecting for each writing assignment.
Prompts, however, do not need to be complicated and lengthy. In fact, the most effective prompts are those that provide the necessary information without overwhelming students with details.
A specific description of what students are being asked to do.
If you want students to write a research paper with an argumentative thesis, you need to tell them that is what you are looking for. Likewise, if you want students to report on some experimental findings without any editorializing, you should spell that out for them.
A statement about citation system. Final length of project. If there are page requirements, state these clearly in the prompt.
Any miscellany that will affect their grade. If you are a teacher who deducts a certain amount of points for comma splices, students need to be made aware of that up front.
Finally, spend some class time reviewing the prompt and answering questions.Writing Across the Curriculum. Writing Intensive (WI) Courses.
Topics in Teaching Writing Glossary of Common Writing Terms. Writing as a Process.
Brainstorming, Prewriting, and Planning Critical Thinking Helping With Style and Grammar Reflection and Metacognitive Writing Research. Teaching/Writing: The Journal of Writing Teacher Education is a peer reviewed journal focusing on issues of writing teacher education – the development, education, and mentoring of prospective, new, and experienced teachers of writing at all levels.
The journal draws from composition studies – writing program administrators, writing across-the-curriculum specialists, and other teaching. designed to support you to improve the effectiveness of your teaching in writing to increase your students’ rate of progress. It does this firstly by describing, exemplifying, and analysing learning tasks that sit inside big ideas in.
The Center for Teaching and Learning, which includes Quinnipiac University Writing Across the Curriculum and the Research and Writing Institute, fosters the development of our faculty and staff as members of a community of engaged and effective educator-scholars, committed to .
Writing across the curriculum (WAC) is a movement within contemporary composition studies that concerns itself with writing in classes outside of composition, literature, and other English courses. According to a comprehensive survey performed in –, approximately half of American institutes of higher learning have something that can.
Writing-Across-the-Curriculum classes make students aware that writing is a necessary and frequently used skill no matter what their occupation will be, and they prepare students for writing in their careers and in their personal and community lives.