Writing Emphasis Program

A writing emphasis course includes two types of writing. Formal writing meets the conventions of form, style, analytical and/or argumentative structure, and documentation appropriate to the field of study, including traditional academic as well as discipline-specific forms of writing. Informal writing, also known as writing-to-learn, is exploratory writing completed both in and out of class, including journal entries, minute papers, problem-solving exercises, focused reading notes, written dialogues between students or between students and instructor, etc. Typically, writing-to-learn should not be constrained by rigorous standards of linguistic or stylistic correctness. Click here for a handout for your students.

A writing emphasis course requires at least 50 pages of writing during a semester. Of this, at least 10 pages is formal, polished prose. The remaining 40 or more pages should be composed of writing-to-learn assignments.

To the extent possible, a writing emphasis teacher integrates writing tasks into his or her overall course design, explicitly linking writing to course objectives. Writing assignments are often arranged in sequences which begin with more basic or familiar writing and thinking tasks and then progress to more complex and challenging ones, thus helping students develop mastery over course content, concepts, skills, goals, etc.

Formal writing is best spaced throughout the semester so that students have ample time to re-think and revise the work and incorporate what they have learned from previous assignments. By working through a composing process, including drafting and revising, students have maximum opportunity to learn. Informal writing may be completed in the moment, with little or no revision. When linked to course content and goals, student benefit from practicing writing-to-learn frequently—ideally before, during, and after each class session or unit.

Expectations for writing vary across disciplines, fields, levels, etc. (Click here to read more about why learning to write well is difficult in college.) For this reason, students need guidance and feedback in order to maximize their learning. They benefit from examples and discussion of actual written work, examining how specific kinds of writing are tailored for particular audiences, purposes, conventions, etc. Writing emphasis instructors make explicit what kind of writing is expected from students and how it will be evaluated. While formal writing is evaluated based on explicit criteria and standards, informal writing may be evaluated on a pass/fail basis, depending on whether or not students have made a “good faith” effort to respond to the given assignment.

Instructors adapt their procedures for giving feedback to their particular course sizes, populations, formats, technologies, etc. As a general rule, though, student writers should receive constructive feedback on their formal writing, helping them identify areas and strategies for revision. Instructors are rarely able to provide extensive commentary on every piece of writing, but they can ensure that students receive guidance and feedback on all formal writing assignments.