GUIDELINES FOR WRITING INTENSIVE COURSES
These guidelines reflect current practice in writing courses
Writing is not simply "assigned" in writing intensive courses. Instead, the writing done in these courses helps students develop their analytical and persuasive powers. Additionally, in many courses, students are encouraged to use writing to learn. Because learning, like writing, is a constant process of collecting, connecting, discarding and reorganizing, instructors may encourage students to think through new or difficult ideas and terminology in writing. Instructors of writing intensive courses frequently employ both informal and formal writing assignments. Informal writing might be graded or ungraded and might include journals, diaries, field notes, responses to discussion questions, and/or free writing. Informal writing might be used as a way to begin a formal paper, as a means to generate good class discussion, or as an end in itself. Formal writing assignments are usually graded, and might include critical, creative or researched papers, or might combine formal writing strategies, like outlining, with an oral presentation. The formal writing done in these courses averages 20-25 pages, although the number of papers and the number of pages per paper vary. In some courses, formal writing is submitted for assessment in a portfolio once or twice during the semester.
Instructors of writing intensive courses are generally concerned
with developing students' ability to examine and present ideas
critically and to construct and present coherent arguments. To
this end, an instructor might comment extensively on written
work submitted for a grade and provide frequent opportunities
for students to discuss their writing, both with him/her and with
other class members, thereby encouraging students to rethink
and revise their work. Discussions of writing may occur during
class time or outside of class.
Instructors of writing intensive courses may use class time to
teach features of style or the conventions of Standard Written
English. Some instructors prefer to identify stylistic features
and grammatical conventions when they occur in individual
students' work. Some instructors order and require copies of a
handbook (samples are available from the Director of Writing);
others refer students to the Simon and Schuster Handbook for
Writers available at the Reserve desks in Starr Library and the
Science Library.
Students for whom English is a second language, or who have
serious problems in the conventions of writing, are usually
referred to one of the Staff Tutors at the Center for Teaching,
Learning and Research in the new library. All students are
encouraged to profit from the extra feedback on their writing
provided by the Writing Center Peer Tutors and Staff Tutors.
Requirements
Within their first two years, all matriculated students must
complete a First Year Seminar and at least one other
writing-intensive class (all classes marked "CW" in the catalogue
are writing-intensive and will statisfy this requirement). College
Writing (CW) courses offered by the Writing Program include
WRPR 0200, WRPR 0201 and WRPR 0202:
WRPR 0200 is designed for students with an active interest in the arts and arts reviewing. Students attend and discuss exhibitions, performances, and readings; analyze art criticism; write reviews and critiques as well as longer essays; and prepare a final project. They focus on the structure and content of effective arts writing by exploring its traditions and current trends and by writing about four art forms: creative writing, theatre, painting, and music. This course satisfies the College requirement for a writing-intensive class.WRPR 0201 examines a wide range of writing that addresses differences in gender, race, sexuality, culture, and class. Readings include personal and literary essays, opinion pieces, short stories, and scholarly articles by writers such as Dorothy Allison, Alice Walker, Julia Alvarez, David Leavitt, Raymond Carver, Peggy McIntosh, and others. Discussions address the relationship between a text's social and rhetorical contexts and its argument and voice. Students explore their own voices and concerns about identity and difference through a wide variety of forms. They also share and comment on work in class. Assignments include formal and informal critiques, a personal essay, a short story, and a research project with a fieldwork component and an oral presentation. This course satisfies the College requirement for a writing-intensive class.WRPR 0202 examines writing as a catalyst for healing after loss or grief. In workshops focused on writing, students analyze fiction, drama, poetry and essays by Arthur Miller, Jane Austen, Frank McCourt, C.S. Lewis, Sharon Olds, William Wordsworth, Christopher Noel, Madeleine Blais, and Susan Minot. James W. Pennebaker's Opening Up and Louise DeSalvo's Writing As A Way of Healing provide theoretical underpinning for discussions. Assignments include formal analytical essays, creative work (published online), electronic journals, and oral presentations. This course fulfills the College requirement for a writing-intensive class. Transfer students should consult with Kathy Skubikowski, director of the program, to determine which of the writing intensive requirements (if any) they have satisfied through course work at another institution.
Options
While most students will satisfy Middlebury's College Writing requirement by completing a First-Year Seminar in the first semester and a Writing Intensive course (CW), preferably in the major or the voluntary minor, before the end of sophomore year, some students benefit from additional work on their college-level writing skills. The Writing Program can offer three options for students who would like extra help.
Option One: Writing Program Courses
Students may elect to take WRPR 0100 (Fall) or WRPR 0101 (Spring) in the first semester, along with the First Year Seminar. WRPR 0100/0101 "The Writing Process " is designed to introduce students to critical reading and writing, and to help with grammar and diction.
WRPR 0100 is a writing workshop designed for students who would like extra work on basic skills, as well as students for whom English is a second language. Students focus on the processes of writing, such as free writing about topics, creating and supporting arguments, revising drafts, and polishing final versions. Grammar is also discussed. This course does not fulfill the requirements above.
WRPR 0101, a continuation of WRPR 0100, is primarily for students who have completed a first-year seminar, although a few spots are reserved for February first-years. As students begin to master organization and argument, this course encourages them to improve their writing styles and research skills. Again, the course does not fulfill the requirements above.
Option Two: Scheduled Tutoring Sessions with Staff Tutors
Students may choose to schedule regular, weekly appointments with professional tutors, including Ms. Ganley, Ms. Bertolini, and Ms. Wright. Throughout the semester, these tutors work with students on specific assignments from any of their classes. Tutoring works best for students responsible enough to keep their scheduled appointments. It tends to be of most help to students whose basic skills are close to adequate but who require help with analysis or organization. Contact Mary Ellen Bertolini (x 3182).
Option Three: Peer Tutoring
Peer writing tutors are juniors and seniors, drawn from a variety of majors, who offer help on writing in progress. They are available in the Center for Teaching, Learning, & Research in Library Suite 225 on Sunday through Thursday evenings from 7:30 P.M. to midnight for walk-in sessions.
Instructors may request to have peer writing tutors assigned to First-Year Seminars or CW courses for the entire semester or for specific projects. Contact Mary Ellen Bertolini (x 3182).