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Writing Across the Curriculum
Writing Across the Curriculum offers a philosophical approach and set of pedagogical practices that understand writing as shaped by the contexts in which it occurs, and understand learning as greatly aided by the practice of writing. All faculty teaching WAC courses are presumed to have read and thought deeply about the role of writing in student learning, and to be fully acquainted with WAC philosophy and practices.
The WAC Committee of the University of Toledo is charged with assuring courses awarded the WAC designation incorporate that philosophy and those practices. Therefore, every course proposed should include:
- A syllabus statement that advises students that the course is writing intensive and describes how writing will be used in the course.
- A syllabus that indicates the kinds and frequency of classroom writing.
- An opportunity for self-reflection to build metacognition through writing.
- Chances to write in a variety of forms.
- Frequent, low stakes assessment of writing, including peer review.
- Opportunities to revise in response to feedback from peers or faculty.
- Intentional use of writing to learn course content.
- Intentional instruction in writing in the contexts of the discipline.
There are no prescribed numbers or kind of assignments, word counts or correctness checks that define a class as writing intensive. WAC sponsors events throughout the year to engage faculty in principles and practices. All faculty teaching WAC courses are strongly encouraged to participate.