1. Proposal: Writing Intensive Requirement
for Literacy Competencies

2. rationale
ensures writing-to-learn concept operational across curriculum
intervenes when student(s) is “progressing” despite elemental or even very severe challenges w/r/t writing
offers continuity from first year composition to continuing course work
normalizes writing as a part of active learning in academic context

3. basic outline
first year composition sequence (engl 1010 & 2010 or 2020)
3-6 semester hours of writing intensive coursework in student’s major
3-6 semester hours of writing intensive coursework from elective selections (to be determined by CXC committee)
potential mandatory “intervention” course at various levels of development (i.e., ENGL 3030)

4. course models
CXC Committee to develop course application for WI designation to be filled out by instructor, program and/or department
offer 5 models for course structure as it aligns with WI concepts
model 1: writing to learn
model 2: writing in the disciplines
model 3: expository/academic writing
model 4: professional/technical writing
model 5: interdisciplinary writing in academic contexts

5. ease of implementation
fyc already required
many courses already “fit” WI designation but might be bolstered in their efforts with CXC workshops, resources, and other forms of guidance
many courses may with some small effort begin to integrate more writing with CXC assistance
intervention can take place through collaborative efforts between teachers and CXC committee members (review of student work, portfolios, and so on)

6. benefits to students, teachers & UVSC
continuity of writing development & academically appropriate expectations from teachers will benefit students
CXC involvement may help teachers discover ways of integrating more writing w/out adding time to prep or grading (maybe reducing!)
upcoming assessments and accreditation processes are aided by the presence of CXC and WI initiatives on our campus, showing that we are interested in creating a “campus culture of learning”