Writing Intensive Curriculum Program

Page contents

This page includes:

• An overview of what goes into a WIC course proposal
• Criteria for a WIC course proposal
• Syllabus LO Table Template

Components of a WIC Course Proposal

When you create or change a WIC course, you will need to do the following:

1. Fill out a CIM proposal
2. Attach one syllabus for each modality (in person, hybrid, and Ecampus)
3. Attach a handout for each major writing assignment (e.g. one 2000 word assignment, or two assignments of at least 750 and 1250 words)

If you have questions about any part of the proposal, please contact the WIC Director, Dr. Sarah Tinker Perrault for help ([email protected]).

A note on terminology

Formative or informal writing refers to exercises and assignments that help students learn and practice course material, critical thinking, and writing appropriately based on the discipline's audience expectations, genres, and conventions. These assignments are generally ungraded, given credit/no credit, or minimally graded.

Summative or formal writing refers to assignments in which students demonstrate their ability to write according to the discipline's audience expectations, genres, and conventions. These assignments are graded. 

Criteria for a WIC Course Proposal

These checklists have the criteria for the three components of a WIC course proposal:

• CIM proposal checklist
• Syllabus checklist, to be used for each syllabus
• Major Assignment checklist, to be used for each major assignment

Here is an overview of what is in each checklist:

CIM Proposal Checklist

• States that the course is at least 3 credits.
• For LO 1, the proposal should:
  • State what kinds of formative (informal) and summative (formal) writing will be used to help students develop content knowledge and critical thinking in the discipline.
  • State which assignment(s) will have students write about course content and use critical thinking.
• For LO 2, the proposal should:
  • Describe how students will determine and utilize audience expectations, genres, and conventions appropriate to communicating in the discipline.
  • State which assignment(s) will require students to determine and utilize audience expectations, genres, and conventions appropriate to communicating in the discipline.
• For LO 3, the proposal should:
  • Indicate that students will compose a document of at least 2000 total words through multiple aspects of writing (e.g., brainstorming, drafting, and revising comprehensively after receiving feedback on a draft) with sources used appropriately.
  • Indicate which stages are formative (informal) and which are summative (formal). 
• Describes what assignments have students use critical thinking. This can appear in LO 1 or under "Describe ways that students will develop and demonstrate critical thinking skills." 

Syllabus Checklist

• States that the course is at least 3 credits.
• Has a WIC statement that begins "This course fulfills the Baccalaureate Core requirement for the WIC category for students majoring in ________. It does so by ___________" and uses 1-2 sentences to make the connection between course content and the WIC learning outcomes.
• Lists the WIC outcomes separately from the course learning outcomes. 
• Has a WIC Learning Outcomes table that:
  • Provides the following information for LO 1:
    • What kinds of formative (informal) writing exercises and/or assignments will be used to give students practice writing about course content and using critical thinking.
    • Which summative (formal) assignment(s) will have students write about course content and use critical thinking. 
  • Provides the following information for LO 2: 
    • What kinds of formative (informal) writing exercises and/or assignments will be used to help students learn about audience expectations, genres, and conventions appropriate to the discipline. 
    • Which summative (formal) assignment(s) will ask students to meet audience expectations and use genres and conventions appropriate to communicating in the discipline. 
  • Provides the following information for LO 3: 
    • What kinds of formative (informal) writing exercises and/or assignments will be used to help students learn to use sources and to do comprehensive, feedback-based revision.
    • Which summative (formal) assignment(s) will require students to write in stages, use sources, and do comprehensive, feedback-based revision. 
• Includes the following information about grades:
  • Grades for writing make up at least 30% of the course grade.
  • Individually written papers constitute at least 25% of the course grade. 
• Includes the following information about word count:
  • The total word count adds up to at least 5000 words (Note: revision counts separately, meaning that a 2000-word assignment that is revised counts as 4000 words). 
  • Each student individually writes 2000 words of graded, revised writing. This can be either in one 2000-word assignment or in two assignments, one at least 750 words and the other at least 1250 words. 
• Contains a course calendar or schedule that:
  • Indicates that the major writing assignment(s) is/are done in stages.
  • Shows when students will receive faculty feedback on at least one draft of the major writing assignment(s) that make up the 2000 words.
  • Shows that students will have at least a week to revise drafts after receiving faculty feedback. 

Major Assignment Handout Checklist

• Describes the task (what to do).
• Explains the purpose of the assignment (what writing ability the assignment will help students learn, practice, or demonstrate).
• Describes where and in what format the work should be submitted.
• Asks students to:
  • Integrate information from more than one outside source.
  • Document information from sources according to the conventions of the discipline (e.g., by citing or through other practices). 
• Contains a schedule that:
  • Indicates the stages of writing (e.g., topic, drafts, peer review, final draft, etc.).
  • Indicates that substantial revision is required.
  • Shows that students will have at least a week to revise after receiving faculty feedback.
• Includes the evaluation criteria that will be used to assess the student's work.

Syllabus LO Table Template

This LO Table Template contains prompts to help you create your syllabus LO table. 

Here is what the LO Table Template contains: