Writing Intensive Courses

Intensive writing courses

During an intensive writing course, students actively read and write to achieve the learning objectives defined by the faculty for the course. At a section called writing intensely, you would expect to find....

. a few short papers instead of a term paper. short answer to exams in writing. Write-intensive courses integrate writing into the broader pedagogical goals of the course, so that students improve their compositional skills as well as deepen their learning through frequent writing tasks and timely answers from the faculty. It is one of the best ways for students to really learn and internalize material. The video begins with Troy Hicks summarizing the goals of a WI course.

Things to do in an intensive writing course?

This is taken from the Guideline for Writing Intensive Courses of the University Core Curriculum. Under the new UCC programme, undergraduates must attend four (4) intensive courses, of which at least one is at a minimum of 3000 or more. Almost all of our current and future undergraduates will be enrolled in the basic course in "Area 2 Expression:

Writing" will be her first intensive writing course. After the basic course, at least one intensive writing course must be completed in the UCC-Programme. One or more intensive writing courses must take place in the student's main subject or in a specific core requirement in which special emphasis is placed on writing for the school.

You can take a 4th intensive writing course either in the UCC programme, in the major or from the elective subjects selected for the finish-element. Intensive writing courses are those in which writing is used as a key method of study and assessment. Candidates in these courses are required to be a regular contributor and their marks in these courses will depend on the level and contents of their work.

The courses integrate "writing-to-learning" and "writing-in-the-disciplines" (described in the following two sections) as a key part of the presentation of the topic and learning, thus providing the student with the opportunity to get to know the writing processes through frequent and differentiated writing for different target groups and to become a skilled communicator in a particular area.

Writing in the "Writing-to-Learn" section is primarily aimed at helping the student understand how writing can help them to understand what they think, what they have lived, the content of the course and how they think critically about the field they are studying. Lecturers applying ready-to-learn strategy are not primarily interested in writing end product, but in the development of students' ability to use writing as a main way of studying.

To obtain a WI (Writing Intensive designation), a course must meet the following requirements and explanations: Utilize design, review, editorial, and other writing procedures to create appropriate end product for each subject, such as articles, technical papers, and professional formatting work. Utilize research and documenting capabilities where necessary and incorporate them through paraphrases, citations and quotations, in accordance with the discipline's custom.

In order for a course to be identifiable as Writing Intensive by UCC Council, it should have the following features and comply with the following guidelines: The student should be writing throughout the whole course, not only at the end of the course and not only for theses. It should be used as a means to acquire both the contents of the course and to develop discerning thought in the area.

Part of the teaching period must be used to prepare pupils to successfully conclude their written tasks. The period could involve discussions of tasks and assessment criterions, analysing and debating example letters, exchanging peers and debating research and writing. Especially in the sixth form the pupils should be given a subject-specific writing instructions.

Such courses should require disciplinary work or a significant length of reporting. The writing processes should be taken into account when writing end-of-semester theses, large-scale research programs, etc. Journal, memo maps, abstracts, reports, critiques and sounding proposals could be used to help prepare the student for the preparation of theses.

Important works should be allocated in such a way that the student has the possibility to get prompt feedbacks on their work. Intensive writing courses should demonstrate in their curricula that writing can be used both as a teaching and assessment instrument. At least 12 pages or 3000 words of completed essays are necessary, as are comprehensive writing and study skills.

Intensive writing courses can also be held in non-English language. An intensive writing course can be a 3-credit course. For some programmes, a 2-credit course can be intensive if it fulfils the write-intensive results and follows the rules. Courses in this class must be reviewed by the Writing Intensive Revision Panel of the UCC Committee to be classified as Writing Intensive.

As an example, it is possible that 120 may have referred to certain segments as WI and therefore only these segments get the WI cover for their applications. Courses that are not provided through the UCC programme may be referred to as WI.

Faculty and faculty must work together to ensure that there are enough places available each term for intensive writing courses. To be able to offer a sufficient number of WI segments per term, the courses must be provided by many faculties across the entire planning system. Each pupil must take four (4) intensive writing courses.

This is what the finished programme can look like: The effort of the Departmental Administration will be crucial in promoting the creation of WI courses and training the Department members to successfully instruct them.

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