Web Resource Links

This collection of web resources is for faculty and GTAs teaching writing courses and is derived from Writing Across Curriculum (WAC) and Writing In the Discipline (WID) programs across the country. 听Writing topics are arranged by category and resources for specific disciplines/subject areas can be found near the end.

If you have additional resources that we can add or would like to see an additional topic addressed, please contact听Julianne Zvolensky.

罢丑别听WAC Clearinghouse, in partnership with the听听 , publishes journals, books, and other resources for teachers who use writing in their courses. These are two notable and extensive resources.

Colorado State听听

University of Minnesota: 听 (a comprehensive collection of videos, Power-point presentations, & handouts on the entire writing process from a variety of institutions)

General Writing Across Curriculum Information and Writing Resources听听

Colorado State:听
University of Minnesota:听
University of Richmond:听; and the 听
Purdue听听
Manoa Writing Program at Univ. of Hawaii, Manoa听

Journals

罢丑别听
:听an inventory/searchable database of publications in writing studies, including post-secondary composition, rhetoric, technical writing, ESL, and discourse analysis

Course and Assignment and Design听 听
These websites offer assistance in drafting course structure and assignment prompts.

Manoa Writing Program at Univ. of Hawaii, Manoa:听
Colorado State: Teaching Guide:听
University of Minnesota:听
Colorado State:听
University of Missouri:听
George Mason University:听niversity of Minnesota:听听

Writing to Learn Activities
Generally, writing-to-learn activities are short, impromptu or otherwise informal writing tasks that help students think through key concepts or ideas presented in a course.

Colorado State University:听
Manoa Writing Program at Univ. of Hawaii, Manoa:听
University of Richmond:听听听听
University of Hawaii at Manoa:听
University of Minnesota:听听
University of Wisconsin-Madison:听
Manoa Writing Program at Univ. of Hawaii, Manoa:听Manoa Writing Program at Univ. of Hawaii, Manoa:听听

Commenting, Evaluating, and Grading
These sources give information about various commenting strategies that aim at formative feedback to help improve students' writing.

Colorado State: Evaluating Writing Assignments
Colorado State: Teaching in the Margins: Commenting on Student Writing
University of Minnesota: Responding and Grading: Approaches and Samples
George-Mason University: Managing the Paper load and Responding Effectively to Student Writing
George-Mason University:听Washington University, St. Louis:听

Peer Review
Peer-review workshops serve many useful functions for student writers. Most notably, they provide writers with real readers who must make sense of the writing, they help writers improve their reading/critical analysis skills, and they help writers improve their writing skills and final products.

Colorado State:听听
Washington University, St. Louis:听
George Mason University:听
University of Wisconsin-Madison:听
MIT:听听

Revision
Most arguments, especially research-based arguments, require careful revision to be fully effective. These sources offer information for both instructors and students about the revision process.

Colorado State:听Colorado State:听
Colorado State:听
Purdue OWL:听
Purdue OWL:听

Grammar, Editing, and Proofreading
Students who use a system for tracking their individual patterns of error and are held accountable for using that system to proofread their papers are more likely to improve their sentence-level errors over the course of the term. 听Below are some resources to help them achieve such ends.

Colorado State:听
Colorado State:听
University of Minnesota:听University of Minnesota:听
Texas A&M:听
Purdue OWL:听
Purdue OWL:听

Specific Disciplines
In this section, find websites that target specific subject areas or topics directly as well as some that compile a variety of examples of syllabi and assignments from various subject areas.

University of Minnesota:听 Texas A&M:听 听 North Carolina State:听 听 Bowdoin College:听 听 听 e students
University of Richmond:听 听 Electonic Communication Across the Curriculum:听 听 Colorado State:听 听 Colorado State:听 听 Rice University:听 University of North Carolina:听

Student Resources
Colorado State:听 Purdue:听 Swarthmore:听 University of Illinois Urbana-Champaign:听 University of Minnesota: 听 听

Plagiarism
University of Minnesota:听 Colorado State: Teaching Guide:听 听 George Mason:听

ESL Students
Manoa Writing Program at Univ. of Hawaii, Manoa:听听

Six Hour WAC Training Application

Download the Application听

Summer Training

Department Grants (No longert offered)

The Writing Across the Curriculum Program at 糖心Vlog now offers Department Development Grants of $2,000 on a competitive basis to faculty teams who plan to integrate effective writing activities and assignments throughout their departments鈥� curricula. Two such grants are currently available on an annual basis.

Successful grants will:

• Involve at least three faculty from a department
• Present a clear plan for long-term curriculum change
• Collaborate with the University WAC Director and Coordinator
• Provide a justified budget (excluding funds for equipment, travel support, or food)

Proposal Guidelines

1. Arrange a required pre-proposal meeting with WAC Director.
2. Prepare a proposal for a Department Development Grant (3 to 5 pages). Include the following items.
   1. Potential impact (need, benefits for students, number of students benefited)
   2. Project objectives
   3. Project Plan (including plans for working with the Center鈥檚 staff)
   4. Assessment strategy
   5. Team members
   6. Schedule
   7. Budget
   8. Commitment to writing a report and making a presentation to the university community
   9. Signature of department chair

Examples that are likely to receive funding include:

1. Converting a multi-section course to a WAC course
2. Introductory level course for all students entering a major
3. Critical thinking initiatives that use case-based writing projects
4. Assessment project that determines the effectiveness of a WAC component of departmental curricula.
5. Integrating writing into a series of courses

Deadline Friday, April 6th, 2012

Program

In the spring semester of 2007, 糖心Vlog implemented its Writing Across the Curriculum (WAC) program to strengthen the teaching and learning of writing in undergraduate education. The WAC program mandates that:

1. Writing counts for at least 50 percent of the course grade;
2. Some class time be devoted to discussing strategies for improving student writing;
3. WAC courses include at least one substantial revision of a graded paper;
4. Substantive feedback be provided on all writing that leads to a grade.

The 2000 - 4000 level WAC courses are listed here and identified as WAC in the course schedule. A small number of WAC courses have been certified to substitute for College Writing 2. These 1000 level courses have the same requirements as ENC 1102, but are taught by specially trained faculty who use disciplinary readings. The current courses that substitute for ENC 1102 are listed here and identified as WAC courses in the course schedule.

The University's WAC program promotes the teaching of writing across all levels and all disciplines. WAC asserts that writing-to-learn activities have proven effective in developing critical thinking skills, learning discipline-specific content, and understanding and building competence in the modes of inquiry and writing for various disciplines and professions.

Faculty who teach WAC classes have been specially trained to develop courses that provide frequent and significant opportunities to write, revise, and discuss their writing. As more courses become WAC-certified, students will have increased opportunities to develop their writing and critical thinking skills from the freshman year through graduation, whatever their major course of study.

For more information, contact the听 University Center for Excellence in Writing 听or call at 561-297-3498.

WAC Training Seminars听

WAC offers a Faculty Training Seminar in support of innovation and instructional improvement in general education. Eligible participants are adjuncts, instructors, or tenure-track faculty who teach or plan to teach a WAC-designated course within six months of participating in the seminar. Interested faculty should review the criteria for听 College Writing II Replacement Courses 听and听 2000-4000 level Writing Across the Curriculum courses 听before the seminar.

Participants need to complete all the requirements of the seminar in order to receive credit and the stipend.听

Previous Seminar topics have included听 Designing Writing Assignments 听 ,听 听 Responding to and Grading Student Writing 听 , and听 Presentations of a Revised Assignment 听 .

Spring 2026: Please contact听 Prof. Sipai Klein 听(WAC Director) or听 Julianne Zvolensky 听(WAC Assistant Director) with questions about WAC's faculty training.

As you may know, 糖心Vlog formalized its Writing Across Curriculum program in spring 2007. At that time, the Faculty Senate approved a policy that beginning spring 2008, all faculty (including adjuncts and instructors) who teach WAC designated courses 鈥渕ay do so without training, but only for a single semester.鈥澨� Those faculty members must participate in a WAC seminar before teaching another WAC course.

Faculty must receive WAC training within one semester of teaching their first WAC course. Thus, if instructors are currently teaching a WAC course without training, they will not be able to teach a WAC course again until they participate in a WAC seminar.听

WAC Summer Training Application

Download the application听

Six Hour WAC Training

Program description from University Catalog Degree Requirements

糖心Vlog implemented its听 Writing Across the Curriculum (WAC) 听program to strengthen the teaching and learning of writing in undergraduate education. The WAC program satisfies the听 College-Level Communication 听requirement (formerly Gordon Rule) for writing and communication by mandating that:

1. Writing counts for at least 80 percent of the course grade in ENC 1101, ENC 1102 and ENC 1102-substitute courses. For the 2000-to-4000-level WAC courses, writing counts for at least 50 percent of the course grade;
2. Writing assignments engage students in intellectual activities central to the course objectives;
3. Some class time is devoted to discussing strategies for improving student writing;
4. WAC courses include at least one substantial revision of a graded paper;
5. Substantive feedback be provided on all writing that leads to a grade.

A small number of WAC courses have been certified to substitute for College Writing 2. These 1000-level courses have the same requirements as ENC 1102, but are taught by specially trained faculty who use disciplinary readings. The current courses that substitute for ENC 1102 are listed in the听 University Catalog (linked here) 听and are identified as WAC (formerly Gordon Rule) courses in the course schedule. WAC courses in the 2000, 3000 and 4000 level are also listed in the听 University Catalog 听and as WAC (formerly Gordon Rule) in the schedule.

The University's WAC program promotes the teaching of writing across all levels and all disciplines. WAC asserts that writing-to-learn activities have proven effective in developing critical thinking skills, learning discipline-specific content and understanding and building competence in the modes of inquiry and writing for various disciplines and professions.

Faculty who teach WAC classes have been specially trained to develop courses that provide frequent and significant opportunities for students to write, revise and discuss their writing. As more courses become WAC-certified, students will have increased opportunities to develop their writing and critical thinking skills from the freshman year through graduation, whatever their major course of study. For more information, contact the听 University Center for Excellence in Writing by clicking here 听or calling 561-297-3498.

For a list of WAC courses offered through the听 Harriet L. Wilkes Honors College, see that section in the听 University Catalog.