Resources for Writing Intensive Courses.
Below you will find links to resources developed by Drew faculty and Writing Fellows and by WAC programs elsewhere. (Please email any resources you are willing to share so that this site can continue to grow.)
The Writing Across the Curriculum (WAC) program provides information on writing resources and teaching support for writing instructors. The WAC program also assists programs and departments with planning and designing writing curriculum.
Instructors who are frustrated by student papers may find it helpful to take a fresh look at the assignments that prompted those papers. There are many strategies to help faculty develop assignment instructions in a way that facilitates good student response, and spending a little more time designing a writing assignment can pay dividends in terms of students meeting your expectations.
By answering these questions, you will be able to situate the writing task in a particular context for a particular purpose with a clear end goal in mind.
When you are clear about what you want students to do and how long it will take them to do it, you are ready to write-up your instructions (the prompt).
It is always a good idea to give students a short description of what you are expecting for each writing assignment. Prompts, however, do not need to be complicated and lengthy. In fact, the most effective prompts are those that provide the necessary information without overwhelming students with details.
Finally, spend some class time reviewing the prompt and answering questions.
Melissa Nicolas, 2011.
As you develop a write-to-learn assignment, consider the following questions:
Letter or Check-Plus, Check, Check -Minus Grades