A writing intensive course at NLU is a course in which writing is used as a tool for learning as well as assessment and in which intentional writing and reading instruction are integrated into the course content. Writing Intensive Courses (WICs) deepen the writing and reading experience that students bring to the classroom and meet all seven WIC criteria. Additionally, WIC courses follow the Guiding Principles for Sound Writing Instruction, articulated by the Conference on College Composition and Communication.

WIC Criteria #1: Relevant, complex, and appropriate to the discipline, writing and reading are integrated into course learning outcomes.

Suggestions for compliance:

• Integrate writing and reading skill development into course CLOs.
• Use writing as a learning, instruction, and practice tool, as well as an evaluation tool. This may mean incorporating a greater breadth of low-pressure writing activities to be completed throughout the course, rather than focusing primarily on papers and presentations intended to demonstrate course knowledge mastery.
• Develop writing assignments that serve as venues for critical thinking as well as reflection or demonstration of understanding.

Criteria #2: Writing will take place in a variety of genres, contexts, and  lengths and for distinct audiences and purposes.

Suggestions for compliance: 

• Provide scaffolding for large assignments that support the writing process (this may include support for effective and discipline-appropriate research skills as well as guidance for note-taking, journaling, brainstorming, developing inquiry questions, etc.).
• Use thoughtful scaffolding assignments and supports (both in-class activities and supplementary tools) to require students to write for themselves and chart their own learning and process, as well as to produce writing tailored for a specific audience and purpose.
• Require students to write in multiple genres and styles and to consider and analyze the needs of distinct audiences. This may include incorporating class activities, short response papers, or other activities that broaden the scope of standard academic writing activities.
• Create assignments to help students identify different types of source material or evidence that is context- and discipline-appropriate.
• Require students to examine how other writers effectively address different audiences, integrate diverse source materials, or draw from distinct genres or styles through the use of mentor texts drawn from discipline-specific or general audience platforms.
• Require students to reflect on their writing process and progress, ideally throughout the term.
• Create meaningful written tasks, asking students to solve an authentic problem and providing rhetorical context.

WIC Criteria #3: Writing (and reading) for different purposes is a significant part of the course grade. 

Suggestions for compliance:

• Create writing assessments of multiple or variable lengths or purposes, e.g., reflections and knowledge construction as well as analysis.
• Include lower-pressure (points) opportunities for writing as well as larger assignments.
• Make deliberate and prioritized choices in grading and giving feedback that allow both you and the students to focus on global, content, and structural/conceptual learning objectives, as well as finer points of presentation, mechanics, or style. Not all assignments require rhetorical formality at all stages.
• Create in-class activities that include writing (brainstorming, journaling, exploratory activities that ask students to write their way to a solution, or shared note-taking). This could also include tasks or prompts such as developing a slogan or campaign to explain an issue or concept to a specific audience or emulating a specific familiar or casual format, such as an advice column, “clickbait headline,” trivia quiz, etc.
• Assess or allocate points to peer reviews using clear guidelines that support students in giving each other feedback at multiple stages of the writing process (i.e., make sure students do not feel penalized if paired with students who are at an earlier stage in the writing process).
• Grade and/or give feedback to students on multiple drafts, possibly including focusing on specific issues or goals. To facilitate this, encourage or allow students to submit partially completed work for feedback and points.
• Ask students to reflect on class readings in different forms, such as short responses, micro-themes, journal free-writing, discussion posts, visual or collage responses, annotations, etc.
• Integrate activities that ask students to demonstrate engagement with the readings; reading quizzes might be appropriate but can encourage surface rather than deep reading (reading for answers vs. reading for meaning). Alternatives might include shared annotation, journaling, structured discussion board postings, inquiry questions, etc.
  • Consider using annotation software like Hypothesis, which allows students to collectively analyze and discuss a text with their teacher and peers. Similar effects can also be created through shared Google Docs, slide decks, etc.
  • Create (either before class or in class with students) guiding questions appropriate to the discipline, which students can apply to multiple texts throughout the term.
• Assess research notes to evaluate reading skills.
  • Offer students multiple options or pathways for research and note-taking activities, and evaluate them in the context of comprehension and connection-building rather than formal structures.
• Consider asking students to turn in research notes with a prompt that can establish dialogue for the next class or meeting, such as including a question they have or contributing something they learned to a discussion post or shared document.

WIC Criteria #4: Revision is a critical component of course writing.  Assignments include multiple drafts with instructor and peer feedback.

Suggestions for Compliance:

• Provide formative feedback on student writing (as well as summative). 
• Formative feedback should be grounded in the specific assignment, connect back to assignment learning objectives, and provide the opportunity for revision and improvement, focusing on specific suggestions for improvement as well as specific achievements. The emphasis should be on ways to develop, expand, focus, or structure the content in ways that ask the student to make deliberate decisions that further their own thinking and communication rather than simply complying with changes or corrections.
  • When giving feedback, be explicit about ways students can apply the suggestions given or the skills being developed for subsequent assignments, particularly as might apply to the final project for the course.
  • Consider developing a template or shorthand you can use throughout the course, both as a tool for instructor time management and as a way to keep feedback focused on higher-level course objects.
  • Feedback on each draft does not need to be exhaustive; it may sometimes be more effective to specifically focus on one or two key skills or objectives that are central to the assignment. Create peer-reviewed assignments with scaffolding and guidance for feedback. Include thoughtful completion of these assignments in grading and course credit so students recognize the importance and value of the task, while ensuring grades or points are reflective of each student’s participation and not dependent on their peers’ timely completion of tasks.
• Develop multi-draft assignment requirements that ask students to integrate instructor feedback. Ask students to demonstrate their integration of feedback using guided reflection, response, or process prompts.
• Define what is meant by revision in a given exercise:
  • Model the definition for students, showing them an example of what revision might look like for this assignment.
  • Model content-specific revision by introducing an example of the instructor’s own revision process or that of a student volunteer.
  • As a content team, work to compile a bank of examples of student work that future students can practice evaluating or giving feedback.
• Reinforce the critical function of receiving feedback and engaging in revision in a variety of professional contexts.
• Emphasize the use of revision to improve arguments and ideas as well as correct errors.

WIC Criteria #5: Content-specific writing and reading instruction takes place in the course.

Suggestions for Compliance:

• Scaffold longer writing and reading assignments, creating clear prompts for skill tasks like summarizing or incorporating evidence, and providing examples of the skill.
  • Consider slowly reducing some scaffolding on subsequent assignments.
  • Scaffolding should always be focused on developing and practicing the underlying desired skill, not simply the fastest way to complete the specific assignment or task.
    • For example, an organizer or outline template that emphasizes the final form of a paper by beginning with the thesis statement and spaces for a specified number of required sources can lead students to approach research as a way to quickly find sources that support their previously established ideas rather than engaging in the material or building skills in using preliminary research to develop a thesis or gain a broader understanding of the topic before doing so. It can be more effective to create activities or tasks that address the underlying skills in a more holistic capacity than to tie them exclusively to the specific formatting and requirements of a specific assignment.
• Offer specific, content-area reading strategies for identifying key information and ideas. These could include pre-reading questions, vocabulary tools, note-taking templates, placing readings in context with real-world examples, etc.
• Integrate mentor texts to model writing craft in multiple situations and for different purposes and audiences. Ask students to actively engage with these mentor texts in a variety of ways (inquiry questions, comparison and contrast activities, journal responses) rather than only providing them as a passive resource.
• Create a bank of student writing, demonstrating varying levels of success, for in-class writing instruction and peer review.
• Require students to describe and reflect on the revisions they made after reviewing feedback through structured journaling or reflection prompts. Provide intentional instruction on discipline-specific writing strategies that are also the focus for formative feedback and grading.

WIC Criteria #6: Differentiation/support/guidance for multilingual, ELL, and multidialectal learners is provided in course.

Suggestions for Compliance:

• Integrate student self-assessments of reading and writing needs. 
• Message the existence of differentiated resources to all students to avoid singling them out.
• Offer PD to instructors on how to employ and message differentiated resources.
• Integrate text-to-voice tools (or the like) in all WIC course shells.
• Celebrate the linguistic experience that multilingual and multidialectal students bring to the classroom and norm the value of multiple Englishes.

WIC Criteria #7: Writing and reading curriculum/resources are applicable to student lives, communities, and professions.

Suggestions for Compliance: 

• Identify opportunities for student choice in reading and writing. This can apply both to choices of topics and choices for the development and presentation of work.
• Create writing assignments that have a “real-world” application component; for example, political science students write to their senator or create a grant proposal.
  • As a department or content team, consider ways in which student work might be showcased at NLU, either by connection to existing publications, activities, or organizations (such as encouraging students to submit work to Communications Quarterly).
  • Consider coordinating with Career Services for ideas, activities, or presentations about how students might adapt coursework into materials for a job application, portfolio, or business pitch.
• Offer course readings and writing samples that draw on diverse experiences and underrepresented voices, as well as multiple languages and Englishes.
• Incorporate content-relevant mentor texts from a variety of contexts or genres in addition to academic writing (op-eds, reflective essays, reviews of topical films, etc.).
• When considering relevance or applicability to students’ lives in choosing readings or developing assignments, find opportunities to include topics that relate to students’ interests and hobbies as well as personal identity and/or social issues. For example, history students could critique or analyze a video game for historical accuracy/representation.
• Choose and frame writing and reading assignments as connected to student experience and prior learning. This can also include finding, coordinating, or deepening connections with previous or current courses students may be completing and discussing those connections, shared ideas, theories or skills, or related topics.