Designing a Writing Intensive (WI) Course

WI Requirements
University Writing Outcomes & Objectives
WI Course Designation Information
WI Course Proposal Form
WI Faculty Primer

Please explore Topics in Teaching Writing for additional resources.


Content Curation Projects

In this narrated PowerPoint, Dr. Carolyn Dunn from the Department of Technology Systems, defines and discusses technical and professional writing, including the following:  writing assignment examples, goals and objectives of assignments, awareness of technical writing in everyday life, aspects of strong design/format in technical writing, and a critical analysis of an example of such writing.

Dr. Robin Webb-Corbett from the College of Nursing narrates this video on clinical decision-making, a critical skill for all nurses. Dr. Webb-Corbett discusses how this cyclical and recursive process is practiced and reflected on, using the metaphor or making a peanut butter and jelly sandwich, the cyclical clinical decision-making process, a clinical decision-making concept map, and a student example of such map that facilitates students thinking and writing about the process.

Dr. Barbara Brehm discusses a commonly required essay in teacher education that requires students to explore and explain why they want to be a teacher*. As an instructor in Child Development and Family Relations (CDFR), Dr. Brehm discusses the format, voice, purpose, audience, context, and topic of this genre type. She also provides specific examples from a strong student paper along with feedback provided from the instructor. * The Welcome to Teacher Education handbook (commonly referred to as the "Apple Book") describes this genre as "an essay outlining reasons for wishing to pursue a career in education"; however, in TaskStream where students have to submit it as EE8 (electronic evidence 8), it is called "EE8 Self-reflection Essay."

In these three, short videos, Dr. Daniel Goldberg discusses three pieces of writing from his Introduction to Health and Humanities class. The written artifacts include a writing assignment, a piece of student writing, and a concept (or thinking) map. - While examining the assignment (art 1), Dr. Goldberg contextualizes how and when it is used in his course, why the assignment is significant for student learning, the instructor’s expectations for the written product, components of a well-written student product, and resources for further information on this type of genre.

As Dr. Goldberg curates a student’s piece of writing (art 2), he contextualizes how, why, and when the persuasive paper is situated in the course. He goes on to discuss the important elements of the essay’s form and content, aspects of a successful persuasive essay, specific examples of strong aspects of the paper, and the nature of interdisciplinary writing.

The concept maps (art 3) provide examples of collaborative thinking and writing to learn in this interdisciplinary course. Dr. Goldberg and his students collectively created two concept maps – one at the beginning of the semester and one at the end of the class. They used different theoretical lenses to explore the complexity of pain for individuals and within cultures by creating a word bank of terms. After student mapped their own individual perceptions of pain, the class worked together to map their collective perception of pain. The two maps offered students a visual representation of how their thinking about pain had evolved over the course of the semester.

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