Adapting non-writing-intensive courses for individual students
Guidelines for Students Wishing to Receive Writing-Intensive Credit
It is possible to receive writing-intensive credit for a Wheaton course that does not have "writing-intensive" status, but adapting the appropriate course and arranging for the credit takes care and thoughtful planning. Individually adapted w.i. course experiences must meet the same criteria that Wheaton faculty members follow when creating a writing-intensive course here.
Decisions as to whether an adapted course meets the criteria will be made by the Director of College Writing in consultation with the Writing Committee. You are advised to complete the following steps:
a) Before taking the course, confer with the instructor to request that he or she make such an adaptation. Consider sharing the guidelines below with this instructor so that he or she understands the scope of the work involved.
b) By November 1, 2006, submit to the Director of College Writing the following materials: a syllabus and copies of instruction for writing assignments in the course. You should also provide a letter requesting writing-intensive credit; in this letter you should describe the way in which the course you are taking meets the criteria listed below.
1. Both informal and formal writing. Most courses that include any writing already include formal writing. But it's also important that there be some informal writing--usually writing that does not receive a letter grade. Instructors may require students to keep journals or lab notebooks; they may ask students to do free-writing in class; or they may ask for prewriting in preparation for formal papers (e.g., proposals, progress reports, etc.).
2. Extensive writing. Students in writing-intensive courses are expected to write the equivalent of at least twenty pages (double-spaced), including both formal and informal writing. However, the page-length alone is not what's crucial; more important is the attention that the instructor pays to the student's writing process.
3. Frequent writing. Students not only need to write a substantial amount but need to write often. Frequent short writing assignments throughout the semester--whether unrelated or culminating in a final long paper--are generally more beneficial than one long paper due at the end. Students in a writing-intensive course will usually be expected to write three or more assignments during the semester, though these assignments may build toward a longer paper.
4. Clear writing assignments. Since students write best when they have a full understanding of an assignment, instructors should usually supply written copies of the instructions for writing assignments.
5. Multiple drafts. All the students in the class must be required to write multiple drafts of at least one assignment. An instructor may engage the students in peer review of one another's drafts or may require students to turn in detailed proposals or early drafts to the instructor or a tutor for comment.
6. Individualized response to student writing. Instructors should provide students with individualized responses to their writing, whether through required conferences, tutoring, peer review, written comments, or some combination of these activities.
As these guidelines suggest, the mere quantity of writing does not make a course writing intensive. In fact, it might be better to call Wheaton's WI courses "writing-supportive," for what is distinctive about them is the support they provide in guiding students through the full process of writing, not the sheer amount of writing that is required.
If you have further questions about obtaining writing-intensive credit for a non-writing-intensive course, please contact Lisa Lebduska, the Director of College Writing at 508-286-5429 or at llebdusk@wheatonma.edu.