Writing Across the Curriculum

WID Resources

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WID Resources

After satisfying the requirements for Composition, students enroll in two writing courses in the disciplines at the junior and capstone levels.  The vertical writing model offers students a writing curriculum in which they are encouraged to transfer knowledge and skills in related writing projects and to reflect on their writing progress.

WID, or junior-level writing courses in General Education, are created by the disciplines (some disciplines may designate multiple courses as satisfying the WID requirement). These proposals are read by the WAC Committee, which recommends to the Gen Ed Council for approval. WAC also supports the development of proposals. Please contact Elizabeth Carroll if you would like to discuss WID course proposals. Proposal forms are located on the Gen Ed website. 

WID and Capstone Syllabi Archive

These syllabi from WID courses and capstones in varied disciplines at Appalachian reflect a range of low-stakes and high-stakes writing.  WID coursework must include reading, writing, and documentation in the conventions of the discipline and must be approved by the WAC Committee and Gen Ed Council (as well as the programs where they originated).  Thanks to those faculty who have generously agreed to allow us to post their course plans.

Sample Syllabi:

Reflection

WAC has collected a variety of resources regarding writing and reflective practice, shared here as Google Docs. For sample reflective assignments, please visit our sample assignments pages for WAC and WID.

Peer Reviews and Workshops

Additional Teaching Resources

Writing to Learn: Sample Assignments

Intro to Chemistry: Creative Micro-Theme Assignment

Purpose: To understand the physical states or phases of matter and intermolecular forces (especially hydrogen bonding).  

Point  of View: A water molecule.

Audience: Other water molecules 

History: Homework Assignment

For  homework,  students write  a one-­paragraph-­length question to be turned in at  the beginning of each class period. Questions make up 20 percent of the course grade and will be evaluated according to quality of thought and appropriateness for stimulating  class discussion.

*Lee  Robinson,  Jeff Keith,  Jenny Pulsipher,  Brian Harker, and  Suzanne Hendrix, BYU.  


Nutrition, Dietetics, and Food Science: Reading Journal Assignment

Purpose: The reading  journal should do two things. First, it will encourage you to stay on top of the reading assignments. Second, by thinking and writing about the reading material, you should have a much better grasp of the ideas,  concepts, and principles of management in dietetics than you otherwise would.

Geology: In-class Essay

For a ten-­minute, in-­class essay, students are given some statements for and against population control. They write about this question: “Do present-­‐day environmental concerns  justify government-­sponsored measures to halt population growth?” After writing, students exchange essays and write a brief response to their classmates’ essays. Then, they exchange  essays again and write another response, so every student receives  two responses.