Guidelines for Writing
Intensive Courses
Designed for WIP faculty,
resource pages follow that feature guidelines in a checklist format for
developing writing intensive syllabi
and assignments,
considering feedback
strategies, and working
with a WIP TA, The best way to use these guidelines flexibly.
In keeping with the four main criteria of WIP courses, faculty should feel
free (and challenged) to create their own versions of a writing intensive
class. This encouraged flexibility and the diversity is fosters is, along
with the program's cross-disciplinary nature, is one of the many strengths
of the WIP.
While the Writing Intensive Program emphasizes these guidelines specifically as critical parts of writing intensive courses, we realize that many of them are simply features of good teaching, whether officially "writing intensive" or not. Moreover, we realize that many faculty already do these things in their courses, and that as components of effective teaching, the principles that underlie these guidelines come to the fore whenever we ask students to write. Integrating writing into a course, as we have been emphasizing, benefits both faculty and students by asking both groups to deal with inseparable issues of epistemology, rhetoric, and style that might stay submerged in a course that relies on such measures as short answer and multiple choice testing exclusively.
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