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.
- THR 3735: Modern Theatre History and Literature (Spring 2018), Dr. Paulette Marty
- SOCI 3885: Research Methods I (Fall 2018), Dr. Cameron Lippard
- MAT 4140: Differential Geometry Capstone Syllabus | Schedule (Spring 2022), Dr. Sarah Greenwald
- GLS 4550: Global Studies Senior Capstone (Spring 2018), Dr. Jeanne Dubino
- BIO 4552: Entomology (Fall 2017), Dr. Ray Williams
- THR 4840: Senior Capstone (Fall 2018), Dr. Paulette Marty
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.
- An Introduction to Reflection [Google Doc]
- Reflection FAQ [Google Doc]
- Reflection in Third-Year WID Courses and Capstones [Google Doc]
- ePortfolios as a Reflective Tool [Google Doc]
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.