Writing Across The Curriculum

WRITING ACROSS THECURRICULUM (PILOT)July 8, 201610a-12pm

RECAP Dr. Ella Davis and Mary Mahoney hosted faculty and IE staff inbrainstorming session and presented ideas for Writing Across theCurriculum. There were approximately 16 faculty from multipledisciplines to include English, Criminal Justice, Math, Biology,Developmental, Business Law, and a few others. Key points: Writing happens in many disciplines not just English and Compositionand is important for students academically and professionally. There needs to be consistency and alignment to evaluate writing acrossdisciplines. Revisit and improve strategies that worked well and not reinventstrategies or lose momentum. Course syllabi need to be revisited to include writing objectives and toensure consistency of outcomes and assignment expectations We need to utilize pre-existing resources to catalog sample writingassignments and resources for evaluating writing.

CONCEPTUAL FRAMEWORKWriting Across the Curriculum is an intentional effort to weave writing assignmentsinto courses across the academic community and throughout students educationalexperiences

Why Writing Across the Curriculum?FacultyManages incidentsof plagiarismStudentsBuild confidenceWCCCDPromotes theimportance ofwriting across entireacademiccommunityWriting in one course Enhance criticalsupports writing inthinking, organizing,other coursescommunication andinquiry skillsIncreasesprofessionaldevelopment andtrainingopportunitiesConsistency ofdiscipline-specificwriting objectivesand assignmentsacross coursesMaintain a deeperunderstanding ofdiscipline-specificcontentIncreases studentcompletion andretentionProvides intentionalwriting feedback tostudentsPrepare studentspersonally andprofessionallyPrepares the Districtfor accreditationWRITINGIS POWER"A readingman andwoman is aready man andwoman, but awriting manand woman isexact." Marcus Garvey

MY TH OR FACT?#123MythFactI have to turn in the best qualitywriting samplesWriting across the curriculum seeks tounderstand student writing needs, notto determine good or bad writing.Writing assignments will be anevaluation of teaching methodsAll writing samples will be anonymousto student and faculty. Submittedsamples are identified by course,discipline, and assignment objectives.My discipline has nothing to dowith writing so I can’t participateEvery course should have some writingelements. It doesn’t have to becomplex or lengthy.

LectureSummary After lecture,have studentssubmit one totwoparagraphs ofwhat theylearned fromthe lecture.One MinutePaperArticleSummary Before eachclass sessionrequest a oneminute paperontopics/contentdrawn out of ahat. Provide anarticle or havestudentsselect anarticle relatedto content andwrite adescriptivesummaryPersonalStatement Ask studentsto writepersonalstatementrelated tocareer andeducationalgoals.QUICKWRITINGASSIGNMENTIDEASWr i t i n ga s s i g nm e n t s d on o t h av e to b ec o m p l ex o rl e n g t hy u n l e s sit is a writingi n te n s e c o u r s e .

Writing Across the CurriculumObjectives & Standards

Rubrics & Writing Think nt/InformationSentence StructureOrganizationFormatUsageSupporting MaterialGrammar

NEXT STEPS321Design rubricFaculty submitstudent writingsamples* Dates above represent a suggested timeline and may besubject to changes.Panel review ofsubmitted writingsamples & analysisReview:Analysis andFindings Presented:

writing samples Writing across the curriculum seeks to understand student writing needs, not to determine good or bad writing. 2 Writing assignments will be an evaluation of teaching methods All writing samples will be anonymous to student and faculty. Submitted samples are identified by course,