Writing Across the Curriculum

FOR FACULTY

ASSESSING COURSE DESIGN

     The rubric below originated at the “W” Assessment Workshop held during the summer of 2001.  Instructors of W courses designed the rubric and tested it on sample syllabi.  Instructors may find the rubric useful for (a) assessing the extent to which existing courses emphasize writing and for (b) improving course syllabi and design to make more effective use of writing. 

     "Strong Agreement” on each item indicates a course already using writing intensively (even if not officially “W” designated).  “Strong disagreement” may indicate that the course is not writing-intensive or may indicate a place for improvement in either course design or communication (on the syllabus).  

1. Syllabus lists writing as a specific course objective and the writing objective is linked to other course objectives.
2. Course activities and assignments are clearly linked to stated student writing outcomes.
3. The course specifies what students are expected to do to fulfill course objectives.
4. The course includes a variety of types of writing.
5. The course uses writing for multiple purposes (e.g. learning, exploring, persuading).
6. The course calls attention to the importance of reading in developing better writing skills.
7. The course makes explicit use of writing tools and resources.
8. The course provides opportunities for individualized student instruction in writing (e.g. ongoing individualized feedback, tutorials, conferences, and diagnostic exercises).
9. The course develops students’ skills in the evaluation of their own writing.
10. The course effectively promotes the practice of substantive revision (as distinct from line editing).
11. The course promotes peer collaboration, possibly including editing, review, brainstorming, etc.
12. Assignments direct students on how to use the language of the discipline, specify which audience to address (if appropriate), and indicate the purpose of the writing for the student or the audience.
13. The course enrolls 25 students (at most) per section.

This page was last updated on March 5, 2004.