Writing Across the Curriculum

History and Accomplishments

 

Accomplishments

Since its establishment in 1995, Writing Across the Curriculum (WAC) has made remarkable strides in helping to improve the quality of the curriculum. Our greatest accomplishment has been the development of faculty awareness of the role writing can play in teaching and how well-designed writing tasks can serve as a powerful tool for learning. As of 2007,

133 faculty members have been trained in WAC theory and methodology in faculty summer workshops. In addition to using this training to design and teach WI courses, WAC-trained faculty have shared their knowledge of WAC pedagogy and theory with other faculty and with graduate students in their home departments through committee meetings, teaching colloquia, faculty presentations, and in other settings.


103 graduate students and 5 advanced undergraduates have been trained and supported (most for multiple semesters) as Writing Consultants for WAC courses. WAC training and experience for graduate students has provided an additional means (and often the only means) by which graduate students from across the university can acquire not only invaluable experience in college teaching, but also training in the theory and pedagogy of writing intensive instruction. They carry this training and experience into their post-graduate academic and professional careers.


133 course sections (excluding Composition) using Writing Across the Curriculum methodology have been developed and offered to date by faculty members in 30 departments in our university. Beyond WAC-sponsored WI courses, WAC-trained faculty have often integrated WAC methodology into their other courses.

 

History

The WAC Program was established to directly fulfill the University Strategic Plan’s goal to improve the quality of the curriculum and institutional excellence by having all students take at least one writing intensive (WI) course in their discipline. Our mission states that the WAC Program prepares Georgia State University students to communicate effectively in academic disciplines and in professional settings. The program's primary goal comes directly from the 1995 University Strategic Plan:

The undergraduate curriculum should emphasize the importance of writing skills in all disciplines, and to this end the University will initiate a Writing Across the Curriculum program, in which all students will take at least one course designated as writing intensive in their major department at the upper division. (p. 15)

 

 

To help implement this goal, the university senate passed a policy (Dec. 5, 2002) that defines the key features in a WI course:

 

  • Writing and revision (including, for example, reports, papers, in-class writing, drafts, sequenced related assignments, journals, or essay exams) represent at least 40% of the course grade.


 

  • Ample opportunities for revision and frequent feedback are offered to students on their writing (including, for example, conferences, peer review, written comments or a combination of methods).

 

 

This policy helps us identify WI courses because it describes the WAC methods and pedagogy known to help students develop and improve their writing abilities.