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HALLMARKS OF WRITING-INTENSIVE
COURSES The Writing-Intensive Focus Board uses these
Hallmarks as they evaluate W proposals:
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The course uses writing to promote the learning
of course materials. Instructors assign formal and informal
writing, both in class and out, to increase students' understanding of
course material as well as to improve writing skills.
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The course provides interaction between teacher and students while
students do assigned writing; in effect, the instructor acts as an
expert and the student as an apprentice in a community of writers.
Types of interaction will vary. For example, a professor who
requires the completion of one long essay may review sections of the
essay, write comments on drafts, and be available for conferences.
The professor who requires several short papers may demonstrate
techniques for drafting and revising in the classroom, give guidance
during the composition of the papers, and consult with students after
they complete their papers.
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Writing contributes significantly to each student's course grade.
Writing assignments must make up at least 40% of each student's
course grade. If not, the course syllabus must state that students
must satisfactorily complete all writing assignments to pass the
course with a "D" or better.
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The course requires students to do a substantial amount of
writing--a minimum of 4000 words, or about 16 pages. This may
include informal writing. Depending on the course content,
students may write analytic essays, critical reviews, journals, lab
reports, research reports, or reaction papers, etc. In-class exams and
drafts are not counted toward the 4000-word minimum.
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To allow for meaningful professor-student interaction on each
student's writing, the class is restricted to 20 students.
Professors who team teach or who are assisted by a teaching
assistant may request that the enrollment be higher as long as a
20-to-1 student to faculty ratio is maintained.
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