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    A three-phase, recursive process in which academic units develop, implement, and assess discipline-specific Undergraduate Writing Plans. These plans articulate discipline-specific writing expectations, and plans for curricular integration of writing instruction, writing assessment, and instructional support. At the center of this process are multiple faculty dialogues that will allow departmental faculty groups to think collaboratively with specialists in writing pedagogy and assessment about the effective integration of writing into their undergraduate curricula.


    In the first phase of engagement with WEC, unit faculty members work collaboratively with each other and with members of the WEC Team to create a customized Undergraduate Writing Plan.

    During this phase
    • Units appoint Faculty Liaisons, who help coordinate all WEC activity and draft Undergraduate Writing Plans.
    • Three online surveys—a student survey, a faculty/instructor survey, and a professional affiliate survey—are administered in order to gather impressions of discipline-specific writing and writing instruction.
    • Faculty and WEC team members collect student writing samples.
    • Faculty and WEC team members participate in a series of four faculty meetings.
    • Faculty submit their completed Plans to the Campus Writing Board, an all-faculty board charged with approving Writing Plans and WI course proposals.


    In the second phase, approved Writing Plans are implemented for two semesters. Because Plans are unique to the units creating them, implementation efforts vary.

    Examples have included
    • systematically incorporating agreed-upon writing criteria into writing assignments and grading schemes,
    • co-facilitating a series of instructional consultations and facilitating customized workshops,
    • incorporating brief interactive writing workshops into select undergraduate courses,
    • sending faculty teams to campus-wide seminars focused on writing instruction,
    • purchasing faculty copies of John Bean's Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom (2001)
    • designating writing-enriched or Writing Intensive courses, and
    • creating and distributing discipline-specific writing style guides


    In the third phase of a unit's engagement with WEC, unit faculty members revisit and assess their Writing Plan and its implementation. Revisions and adjustments resulting from this assessment are then made to the Writing Plan, which the faculty resubmits to the Campus Writing Board. Approved Plans move back into implementation phase.

Center for Writing   10 Nicholson Hall    216 Pillsbury Dr. SE, Minneapolis,   MN 55455    Phone: 612-625-0791   Fax: 612-626-7580