EngC 1011 University Writing and Critical Reading

What is a Writing-Intensive Course?

Source: Center for Interdisciplinary Studies of Writing http://CISW.cla.umn.edu/

Eight Frequently Asked Questions About the University of Minnesota's New Writing-Intensive Curriculum

1.What are writing-intensive courses?

Simply put, writing-intensive courses integrate writing into the work of the course. They provide a

variety of formal and informal occasions for students to write. In formal writing, students might

learn the formats characteristic of a particular academic field, such as a research report, a critical

essay, or a laboratory report. In informal writing, students use writing that may include logs,

journals, or short in-class responses to readings and lectures in order to learn course material.

Through both formal and informal writing, students come to understand something of the goals,

assumptions, and key concepts operating in their discipline.

2. What exactly is the writing-intensive (W-I) requirement for students?

Students must take a total of four courses designated WI. Two of the WO courses must be at the

300-500 level, with at least one of these 300-500 level courses in the student's major. (Writing

courses such as EngC 3027 will count as the equivalent of two courses; EngC 1011 Freshman

Composition will not count as a WI course.)

3. What qualifies a course to be designated as writing-intensive (WI)?

The course must assign a significant amount of writing. Apart from informal writing and essay

examinations, it should assign at least 10-15 pages of writing. On at least one occasion students

should receive critical comments on a draft that they can then revise. These comments might be

provided by other students in peer workshops, by teaching assistants, or by faculty. And,

throughout the course, students should get instruction in how to do the assigned writing. That is,

they might be shown a particular format or have a particular disciplinary convention explained, or

be given help in how, for example, to organize, reach an audience, or cite secondary sources.

4. What are some examples of formal and informal writing in a writing-intensive course?

In a psychology class, for example, students might write up a two-page summary of a scholarly

article. In an art history class, students might write a proposal for funding an arts project. In a

biology class, students might share a rough draft of a lab report with a group of other students to

get feedback before giving a revised, polished report to an instructor. In a history class, students

might write for five minutes at the beginning of class as a way of reflecting on reading they have

done. In a math class, students might write a brief rationale for how they solved a math problem

and then pair off for ten minutes with another student to compare their strengths.

5. What are the advantages for faculty and students in writing-intensive courses?

The single most important advantage both faculty and students across the country report about WI

courses is that the increased attention to writing significantly helps students to learn course material

and disciplinary assumptions and conventions. Without WI, writing all too often is used only to test

student knowledge rather than to stimulate learning. In a recent study, (Walvoord, Hunt, Dowling,

& McMahon. In the Long Run. NCTE, 1997) WI faculty from three institutions commented that

their WI courses enhanced students' critical thinking abilities; made students more active learners;

and helped to reinvigorate them as teachers by encouraging growth and change.

6. What's the difference between a writing-intensive model and a model in which the

English Department teaches writing?

In the past, the English Department, the Rhetoric Department, and General College were all

primarily responsible for teaching writing. The English department here offered both freshman

composition and a variety of upper division courses. It will continue offering both freshman

composition and an upper division course called Advanced Expository Writing. However, it will

no longer offer the writing-in- the-disciplines courses. Though these English-sponsored courses

were successful, many educators today think that it is more appropriate for psychology faculty to

teach students to write in the field of psychology; math faculty to teach students to write in the field

of math; and so on. In the future, the English department, along with CISW, the Rhetoric

Department, General College, the various Writing Centers, and designated Writing Consultants

drawn from faculty across the disciplines in the university will share their collective knowledge of

strategies for teaching writing with teachers of writing-Intensive courses.

7. How will I know that a course is writing-intensive?

All designated courses will be flagged in the course catalogue. Students and advisors must work

together to be sure they have met the WI requirements by taking appropriate courses.

8. Where can I go if I need additional help with writing?

All the Writing Centers that are part of the Writing Support Network are available to help students

at every stage of the process. These centers don't just help with polishing papers;

they can help students think through substantive writing issues and fulfill your assignment criteria.

Some faculty think that centers only help weak writers. Actually, the centers help all writers, from

weak to average to strong. It helps to announce in your classes early on that writing center

assistance is available. For further information on the centers, visit the U of M Writing Support

Network.