This page is designed to provide faculty with a basic introduction to WAC principles and assist professors interested in developing a Writing Intensive Course. Included below are also examples of approved WI syllabuses and some helpful links for teaching a WI Course. Click here for information on Reading Across the Curriculum
Introduction to Writing Across the Curriculum
For an introduction to the principles behind WAC programs, a great place to start is with these important articles:
Why We Teach Writing in the First Place, by Toby Fulwiler
High Stake & Low Stakes in Assigning and Responding to Writing, by Peter Elbow
The City University of New York: The Implementation and Impact of WAC/WID in a Multi-Campus U.S. Urban University, by Linda Hirsch and Dennis Paoli
Also visit the WAC Clearinghouse website for further information and resources.
Information on Creating a Writing Intensive Course
Listed below are the steps faculty are required to take before becoming certified to teach a writing intensive course.
WI certification process
Description of the process for WI certification.
WI Syllabus Checklist
Syllabus checklist for WI course.
Criteria for WI Course
Criteria for writing assignments and writing-to-learn activities in a WI course.
Why Work With A Writing Fellow?
A list of some of the benefits of collaborating with a Writing Fellow.
Helpful Links for Designing a WI Course
The following links provide an overview of the differences between informal and formal writing and on how to create and grade effective writing assignments.
Introduction to Informal Writing
Differences between formal and informal writing.
Tips for creating successful informal writing exercises.
Designing Writing Assignments
Worksheet on designing writing assignments.
Responding to Student Writing
Helpful articles on strategies for responding effectively to student writing
Discussion of the benefits of marking papers less.
Responding to Student Writing
Tips on ways to mark papers.
Responding to student writing worksheet
This worksheet is designed to be done after reading the previous two articles.
Some general principles for giving effective feedback on student writing.
Two Examples of Responding to Student Writing
Demonstration of different ways of commenting on student writing.
Examples of Approved WI Syllabi from Hostos College
Female Detective Novel, Justicia, ENG251
Gender in the Workplace, Fisher and Ramson, WST101
General Chemistry, Yoel Nunez-Rodriguez and Nelson Rodriguez, CHE210
Harlem Renaissance, Williams and Mbabuike, BLS125
History of the Caribbean, Sanabria, LAC108
Introduction to Community Health, Mercado, HLT110
Sociology of Social Problems, Rivera, SOC105
US History, Bencivenni, HIS211
Development of Young Children, EDU 116
Beyond Games, Bethancourt, GD102
The Graphic Novel, Bollinger, ENG 250
Ethics, Jurisprudence and Practice Management, Macri, DEN 223
Tips For Designing Writing Assignments
Designing Effective Assignments
Some general principles for teaching academic writing in the discipline.
8-Week Research Paper Program
A scaffolded, 8-Week research paper program that is adaptable to any course or discipline.
A series of podcasts and activities on avoiding plagiarism and using MLA citation.
Three plans for teaching college students to use sources and avoid plagiarism in their writing.
Categories for Sources
From essential to functional categories for sources.
Teaching Reading and Writing Workshop Materials
Workshop #1: Teaching Writing
Workshop #2: Teaching Writing-to-Learn
Workshop #3: Effective Reading Strategies
Workshop #4: Issues of Grammar and Correctness
Workshop #5: Writing Pedagogy
Workshop 5 Reading Handout
Helpful Links on Using Writing
Sample Peer Review Handout
Example of a handout for a directed peer review.
Writing Assignments for Large Classes
How to realistically incorporate writing into large classes.
Some strategies for making collaborative writing assignments successful.
Primers to generate writing in response to reading assignments.