How do the writing activities clearly connect to the desired student outcomes and modes of assessment? A Writing Intensive course, because it exposes students to “live” questions in an academic discipline, provides an excellent opportunity to develop critical thinking and field-specific expertise. In WI courses, the writing, teaching, and course content interact to deepen student learning.
How are the writing assignments sequenced, scaffolded, and distributed throughout the semester? If writing is being used as a mode of instruction, then it is not appropriate to have written assignments concentrated at the end of the semester. WI courses often include a series of short writing assignments distributed through the semester or two writing projects with components assembled and revised over the course of a semester.
How does the course engage students in the writing process, including revision? Writing Intensive courses include assignments which require a multistage revision process to complete a writing assignment. Feedback (from instructors, teaching assistants, and/or peers) is an integral part of the course instruction. Revision involves rethinking and reformulating, not merely editing of conventional and stylistic elements.
How does the course purposefully engage students in a variety of writing assignments and activities? The Board considers writing-to-learn and writing for situations beyond the final graded product as integral to WI course design. For example, WI courses might include informal and formal writing assignments, writing in various modes and genres, and writing for a variety of audiences.