Writing Across the Curriculum

FOR FACULTY

Below is a sample proposal for course approval.  This is from the History Department and was accompanied by course syllabi and cv of both faculty members who teach the course.

To:       Core Curriculum Council

From:   Diana Long and Christine Holden

Re:       W designation for HYT 200

Date:    September 30, 2003

As the two faculty who teach HTY 200, Reference Research and (Report) Writing regularly, we are requesting that the Core Council consider a W designation for the course.  The course has usually enrolled mostly History majors though it is open to non-majors after the pre-registration period.  The focus of the course and the particular kinds of writing may appeal to (and be especially useful for) other majors (particularly majors in Sociology, Women’s Studies, Economics, and Political Science).  

Below we describe how both sections of the course meet the criteria for writing-intensive courses approved by the Faculty Senate in April 2000.  We have also met with Cheryl Laz, WAC coordinator, to discuss the ways in which this course integrates writing.  Finally, we have attached course syllabi and curriculum vitae. 

1.  The course takes improvement in student writing as one of its central goals and communicates this focus to students in the syllabus.  This is clearly stated in the syllabus and further testimony of the centrality of writing can be found in the course title.

2.  The course is conspicuously writing-intensive...            While the course has a major paper as its final product, we use a variety of forms of writing throughout the semester.  Professor Holden’s syllabus specifies “annotated bibliographical entries...biographical sketches of historians, and rewriting of bad examples, as well as presentation of an outline, abstract and notes for the research paper.”  Professor Long’s syllabus includes many of the same kinds of writing as well as a series of e-mail/reaction papers.  In both sections, students engage in different kinds of writing; many of these are smaller pieces that are sequenced to contribute to the final paper. 

3.  The course curriculum includes explicit discussion of writing issues...  One text required in all sections of the course is Marius, A Short Guide to Writing about History.  In addition, both sections use a text focused specifically on grammar (Hacker, Rules for Writers, and Hacker, A Pocket Style Manual).  These texts do not merely serve as references but rather are assigned reading and are discussed in class.   Faculty integrate explicit discussion of writing in other ways; for instance, short quizzes and “quick checks” (e.g. “What’s wrong with this sentence...?”), lectures on the history of the English language, and jokes (e.g. warnings about “apostrophe disease”).

4.  The course effectively promotes the habit of revising, as well as the skills needed to make this effort productive.  Professors Holden and Long integrate required rewrites throughout the semester, including in the first month.  Smaller segments that will be used in the final paper are the subject of peer-review and are revised.  Syllabi specify the submission of a draft and revision of the final paper.  In addition, the course makes extensive use of oral presentation as a technique that contributes to effective revision.

5.  The course acquaints students with the writing-related resources that area available to them at USM.  Course syllabi provide students with information about Learning Foundations services and faculty also provide information to students about tutors in the history department.  Professor Long solicits information from students to gauge their comfort level with writing and, where appropriate, makes referrals to provide students with additional resources.

6.  The course enrolls at most 25 students per section.  The History Department and Registrar have capped this course at 12-14.

7.  The course is taught by faculty members who have participated in activities specifically intended to prepare them for this task.  Professor Long has participated in the Provost’s Summer Writing Institute and subsequent follow-up sessions of the institute.   Professor Holden has attended Libra workshops (held on campus several years ago) as well as a summer workshop on writing (a 1-2 day workshop held at the Stone House in the summer prior to the first 2-week Summer Writing Institute).   

8.  The faculty member ...and sponsoring department agree to participate in ...assessment...  Yes.