Writing-Enriched Curriculum
Undergraduate Writing Plans
In their Writing Plans, faculty members within undergraduate academic units define and characterize writing in their discipline, name the writing abilities with which they would like students to become proficient, map these abilities into undergraduate curricula, and plan for relevant writing assessment and instructional support. Completed Writing Plans are submitted to the interdisciplinary Campus Writing Board for approval. Once approved, these plans will move into a departmental implementation and assessment cycle.
The WEC process is designed to ensure that each Writing Plan reflects individual units’ disciplinary definitions of writing, departmental course structures, and instructional dimensions, and further, that those units’ faculty have regular opportunities to assess and revise their plan. As different as they all are, however, all Writing Plans answer the same sequence of questions:
Writing Plan Template
Section #1: DISCIPLINE-SPECIFIC WRITING CHARACTERISTICS: (What characterizes academic and professional communication in this discipline?)
Section #2: DESIRED WRITING ABILITIES: (What should students be able to do in/with writing by the time they graduate?)
Section #3: PLANS FOR INTEGRATING WRITING INTO UNDERGRADUATE CURRICULA: (How does and how should writing and writing instruction map into the department's undergraduate curricula, both in and out of major programs?)
Section #4: PLANS FOR ASSESSING UNDERGRADUATE WRITING: (How will student writing be assessed within courses and/or program[s]?)
Section #5: PLANS FOR INSTRUCTI0NAL DEVELOPMENT: (How should discipline-specific writing instruction be supported within individual courses and/or program[s]?)
Section #6: PROCESS USED TO CREATE THIS WRITING PLAN: (How were faculty input, feedback, and content engaged in the process of creating this plan?)