INFORMATION FOR
The following is excerpted from the official University Core Curriculum's "Guidelines for Writing Intensive Courses."
For the full document, go to: http://wpunj.edu/dotAsset/228271.pdf .
Description of Writing Intensive Courses
The new UCC program requires that students complete four (4) writing intensive courses, with at least one at the 3000 level or above. The recommendation for implementing that requirement in a meaningful and practical way is:
Writing-Intensive Courses are those in which writing is used as a central mode of learning as well as of evaluating student performance. Students in these courses are expected to write regularly, and their grades in these courses are linked to the quality and content of their written work. These courses combine "writing-to-learn" and "writing-in-the-disciplines" (described in the two paragraphs below) as a central component of how the subject matter is presented and how it is learned, thereby offering students a chance to learn about the process of writing by writing often and in different ways and for different audiences, as well as a chance to become competent communicators in a specific field of study.
The writing in the "writing-to-learn" category is designed, primarily, to have students experience the ways in which writing can help them learn something — about what they think, about what they have experienced, about the subject matter of the course, and about critical thinking in the discipline being studied. When instructors use writing-to-learn teaching strategies, they are concerned not primarily with final written products as much as with developing students’ abilities to use writing as a primary method of learning.
The writing in the "writing-for-the-disciplines" category is designed to help students write professionally acceptable prose in the field of study. The emphasis is placed on effective communication, and students are required to demonstrate a mastery of the conventions of writing in a specific discipline. For these kinds of large-scale assignments—like term papers and research essays—to be most successful, instructors have to devote a substantial amount of class time to the development of the specific component skills required in this kind of project. In addition, faculty feedback throughout the developing stages of the project is essential, and peer-feedback should be encouraged
Student Learning Outcomes for Writing Intensive Courses in the UCC
In order to receive a Writing Intensive designation (WI), a course must satisfy the following student learning outcomes and explanation below: Students will be able to
Guidelines and Characteristics for Writing-Intensive Courses
For a course to be identified by the UCC Council as Writing Intensive, it should have the following characteristics and meet the following guidelines:
Implementation of Writing-Intensive Courses at WPU
9. Faculty Development efforts will be critical to encourage the development of WI courses and to train faculty to teach them successfully.