If you are thinking of designing a course to be credited for Writing Across the Curriculum, the ideas in this sheet aim to make the whole experience a fruitful one for you and your students. With some help from composition theorists, you can get better writing with less grading on your part. To have a course approved as a WAC course, please see the following web page: http://www.csuohio.edu/academic/gened/.
According to James Britton, the highest level of cognitive complexity is found in the college argumentative essay. The lowest levels, by comparison, are found in note taking or in the narrative structure. Therefore, courses that require students to write 2,000 words but in forms that do not require them to develop cognitive complexity through synthesis, argument, analysis, and even insight would not be ideal WAC courses. An example of such a course would be one that requires only narrative writing, such as a journal or synopses of articles. Journal writing is an essential part of the development of one’s ideas—some of the greatest scholars, artists, and writers have kept them—however, the journals are never separate from serious academic research, scientific data, or imaginative content. Synopses require discipline, but not the cognitive complexity of argument structures.
The best way to foster cognitive complexity is to introduce planning into your course. Some planning exercises that can be modified to your goals are found in this packet and on the WAC web site (www.csuohio.edu/writingcenter/WAC). The rationale behind planning is this: in classical rhetoric (which has been lost for over 400 years) planning, or the invention of argument as it was called, was the driving force of this great art form. When we lost it in 1605, rhetoric was made synonymous with eloquence, which is why most people today think of writing as style. In the 19th century, the romantic notion that writers are inspired led to a lack of practical instruction in the art of writing too: many instructors think it is a “gift” that cannot be taught. Without planning, students often do what they did in high school—summarize—which is not useful for college-level work. When you offer sequenced assignments that ask them to progressively examine ideas from your course materials, they will begin to exhibit the kinds of thinking that you wish.
Many students have never seen an argumentative essay, but they have followed many arguments. If you put on reserve a set of model papers or even model essays from a relevant magazine, you would help them to understand your standards regarding writing. Ideally, this set on reserve would not be from the same course, but it would contain a variety of grades and writing styles. Professional writing from your area would also be an excellent resource.
Composition expert Nancy Sommers found that students consider grammatical comments as important as those related to the development of a thesis. They are likely to think that improving the mechanics of a paper is all you want. In order to secure richer thinking and writing, many professors use the analytic grading sheet that is included in this packet and on the web site. It can be modified easily to fit your goals. A separate grading sheet tells students your values regarding the assignment. Most people find using this sheet much faster than grading in the traditional fashion.
If students will not be doing much writing in the field you are teaching, then they might profit from writing models of what they will be expected to write. Adult learning theory holds that adults do their best work when they see it as relevant and they choose that work themselves. Designing assignments that they will complete in the field will help motivate them to do their best work.
Although WAC aims to have students benefit from your expert feedback on academic work, too many college students graduate without the writing skills to address employers and community members about issues that they have studied for years. Offering students a chance to write for a wider audience can help them develop important rhetorical skills. Such assignments might include letters and written speeches. It would be helpful to have students develop an audience profile before writing a letter and to have them study letter format as well.
If you would like to consult with the Director over any of these suggestions, please dial extension 6982 to set up an appointment.