Communication Across the Curriculum
Guidelines for a Writing-Intensive Course
The following Guidelines provide a broad definition of the WI marker courses that will be offered to satisfy the General Education Core Requirement, effective Fall 2001, of two writing intensive courses, at least one of which must be in the major. The purpose of the Guidelines is to ensure that these courses meet a stated learning goal of the General Education Program: "ability to write . . . clearly, coherently, and effectively as well as to adapt modes of communication to one's audience."
- A writing-intensive course has a special responsibility for improving students' ability to write in the context of learning about a particular discipline. It treats writing as a means of learning as well as a skill to be learned. A writing intensive course does not necessarily require lengthy research papers. Intensive refers to the integration of writing into the course rather than to the sheer amount of writing involved.
- The course makes substantial and continuous use of writing as a way of engaging students with important questions and problems of a particular subject. Students may become familiar with the material of the course through a variety of writing assignments throughout the semester, including both formal (graded) and informal (ungraded) work. The work required should be selected to be appropriate to the subject being taught.
- One important aim of a writing-intensive course is to show students how to use drafts of a paper to shape its form and content, incorporating comments and ideas from readers. Every writing- intensive course must include guided revision as a requirement. A proposed course in which students will have an "opportunity" to revise papers, or in which papers "may be resubmitted" for a higher grade, will not meet this requirement. Rather, each proposed course must include at least one substantive assignment in which all students submit at least one draft for comments from the instructor and then revise the draft to take account of those comments.
- The instructor not only assigns and evaluates writing but also provides instruction and coaching as students write. In particular, he or she comments on the students' control over the subject matter, as well as on clarity, organization, correctness, and effectiveness of expression. Grades for writing assignments reflect an assessment of both quality and improvement in students' writing.
- The aim of the course is to use writing as a tool for learning about the subject matter and to introduce ways of writing within the discipline, rather than to provide formal instruction in basic writing skills. Students can be referred to the Writing Center for consultation as they revise drafts of a paper.
- Because of the personal attention and guidance that students will receive, class size should not exceed 25 unless additional resources (teaching assistants, release from other duties, etc.) are made available to the instructor.
Adapted from the College Composition Board Guidelines for a Writing Intensive Course by the General Education Core Writing Intensive Committee.
April 2000
Guidelines for a Speaking-Intensive Course
The following Guidelines provide a broad definition of the SI marker courses that will be offered to satisfy the General Education Core Requirement. Effective Fall 2002, students will be required to complete two speaking-intensive courses, one of which must be a requirement of the major, regardless of the prefix. The purpose of the Guidelines is to ensure that these courses will help each student develop the "ability to...speak clearly, coherently, and effectively, as well as to adapt modes of communication to one’s audience."- A Speaking-Intensive course has two goals:
- to enhance subject area learning through active engagement in oral communication
- to improve a student's ability in oral communication.
- A Speaking-Intensive course treats speaking as a means of learning via one of a variety of oral contexts, including interpersonal communication, small group communication, and public communication (presentational speaking). The choice of oral context should be appropriate to the learning outcomes of the specific discipline.
- A Speaking-Intensive course recognizes process and product by including both formal (graded) and informal (ungraded) assignments/learning activities.
- A Speaking-Intensive course includes:
- instructing students in effective oral communication
- giving students informed feedback
- providing opportunities for students to apply what they have learned to subsequent oral communication activities.
- Assessment activities should be appropriate to each assignment and could include a variety of methods and products, emphasizing both quality and development of students’ skills. Students should be informed of the assessment criteria.
- Assessment of oral communication should be sensitive to the effects of relevant physical, linguistic, and psychological disabilities on the assessment of competence (e.g., with appropriate aids in signal reception, a person with a hearing impairment can be a competent communication partner).
- Because of the personal attention and guidance that students will receive in a Speaking- Intensive course, class size should be limited to 22-25 students unless additional resources (teaching assistants, release from other duties, etc.) are made available to the instructor. (NOTE: This cap was raised to 30 temporarily for AY 2009-10 because of the state budget crisis).