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Guidelines for Writing-Intensive

Courses
Applicants may fill out the online submittal form (/depts/wac/fac-res/guidelines-for-writing-
intensive-courses/#c23370), or print out a submittal form
(/fileadmin/SiteFiles/GeneralContent/depts/wac/documents/Writing-
Intensive__WR__Course_Proposal.pdf) and send to Amy Burtner, 5-535.

Writing-Intensive Courses
Writing Intensive (WR) courses require both formal and informal writing. Formal writing is
written to communicate ideas to another reader, while informal writing is written for the author.
The distinction between these two types of writing lies in the intended audience. Generally,
formal writing is evaluated for how well it communicates ideas within a discipline and for style
elements consistent with the standards of that discipline. On the other hand, informal writing is
used as a learning tool written by the student for the student. Informal writing is generally not
evaluated, though it may be given a grade for completeness.

Formal Writing
It is writing for an identified reader or readers; therefore, formal writing needs to be organized
and edited. Additionally, it has to meet the minimum proficiency standards as defined by the
discipline. (The total of formal written assignments per semester should include at least 2,000-
2,500 words, the equivalent of 8-10 typewritten double-spaced pages). Research indicates that
shorter formal assignments help students more than simply assigning one long paper. Many
kinds of writing satisfy the formal writing requirement. These may include essay and short
answer exam questions, research papers, essays, reviews, letters, memos, evaluation reports,
critiques, case studies, lab reports, annotated bibliographies, and other discipline-specific
writings.

Evaluation
The focus of evaluation of writing in a discipline should be on clarity, completeness, and
organization. WR course instructors need not feel responsible for teaching the more technical
aspects of writing. However, instructors may refuse to accept papers with numerous
grammatical and mechanical errors and encourage students to edit and resubmit the work.
Additionally, instructors may encourage students to seek help in the College’s Writing Center.

Informal Writing
It is writing for oneself. Informal writing helps the student to think on paper; it helps the student
to learn in active and reflective ways. This type of writing can take the form of a variety of short
in-class or out-of-class activities such as recalling on paper the subject of a previous class,
clarifying an important idea during a lecture, brainstorming, speculating, journal writing, and
listing. Informal writing can be considered as notes and rough drafts that will later be re-worked
into formal writing that is organized and edited for a reader. Informal writing also promotes
learning by encouraging students to actively engage in the subject matter through writing
without worrying about being penalized for errors in grammar, content, style, or organization. In
this way, students may think and discover through the writing process. Although informal
writing is not generally evaluated, it may (if collected) be graded for completeness.

Rationale
The writing assignments required by WR course instructors will stimulate the development of
analytical and critical thinking skills and will improve both teaching and learning. Each
perceived idea is, most often, only vaguely recorded in one's consciousness. When the mind
begins to organize an idea for verbal expression, it is perceived more clearly and recorded into
consciousness more permanently. Writing is the process that calls for such an involvement of
the mind. Students who write have an opportunity to cultivate their thinking skills and to
verbalize the content of their disciplines to themselves, their classmates and instructors, and,
ultimately, others in their field of study and employment.

Types of Formal Writing That You May Use

Annotated Bibliographies
Case Studies
Critiques / Reviews
Discipline-Specific Writing
Essays
Journals
Lab Reports
Letters
 Memos
Research Papers
Written Exams
Other types

Types of Informal Writing That You May Use

Brain Storming
Class Notes
Class Reflections
Drafts for Papers
Journals
Learning Logs
Observation Notes
Paraphrases
Problems / Questions
SLN Discussion Postings
Writing Prompt Responses
Other types

Writing-Intensive (WR) Course Proposal

Please contact Amy Burtner (mailto:aburtner@monroecc.edu) for deadline information.
Required: Fields are required.

Submitted by: (Required)

Email: (Required)

1. Course Number and Title: (Required)

2. Number of Sections: (Required)

3. Department Name: (Required)

4. Academic Division: (Required)

 5. Describe your proposed course. Please include the following information: Number
of words of formal writing, types of assignments, number and frequency of
assignments. Please be thorough and specific. (Required)

6. What kinds of informal writing assignments will you require? (Required)

7. How will you evaluate the writing assignments? What type of feedback will you give
to your students? Describe the form and frequency of feedback. (Required)

8. Would you be willing to share your course syllabus with the WAC Committee?

9. Will you be willing to participate in an evaluation of the WAC Program?

10. Have you informed your chairperson that you are intending to teach this course using
a writing-intensive approach?
Yes   No
Please Note: We encourage you to do classroom research as you teach a writing-intensive
course(s) and write about it for WAC Notes. We promise to make you famous!

Submit