Writing Intensive Workshop
VUU Post-School Conference
May 14, 2014
1:30 PM – 2:00 PM
Eve Davis, Ph.D., QEP Director
Eve Davis, Ph.D., QEP Director
05/14/2014
2
GOALS:
•
To improve writing for 1st and 2ndyear students by *5%
•
To ensure that 65% of courses
taught are designed as Writing
Intensive (WI)
•
Completion date Spring 2015
•
*Baseline is 75%
•
QEP Writing-Intensive
Workshop Dates:



September 18 & 25
October 16 & 23
November 13
Sample Syllabi (WI)
 Liberal
Arts &
the Sciences
 Instructor





Name
Phone
E-mail
Office Hours
Office Location
Course Information
 Course Description
 Required Texts &
Materials








Eve Davis, Ph.D., QEP Director
General Course
Goals
Course Objectives
Learning Outcomes
Course Calendar
Design the writingintensive
assignments with
the label WI
Grading Rubric(s)
Other items
6/27/2016
6
 Course
Description:
English 102 is a writing intensive course
that focuses on principals of rhetorical
expression and their application to the
writing of expository themes. Special
attention is given to the effective use of the
library, resource materials, and preparation
of the longer essay and library paper.
Prerequisite: ENG 101. A grade of “C” or
better is required in both ENG 101 and ENG
102.
Eve Davis, Ph.D., QEP Director
6/27/2016
7

COURSE DESCRIPTION:
This is a writing intensive course designed for
non-science majors. The organization of
biological systems ranging from molecular
structures to the biosphere will be discussed.
Universal biological principles will be illustrated.
Topics will include the molecular basis of life,
cellular structure and function, the organization
of tissues and organs, organ systems, genetics,
cancer, and basic ecological principles. This
course includes a writing component designed to
assess student understanding through written
assignments. Three hours lecture; two hours
laboratory weekly. Credit: 4 hours. Prerequisite:
None.
Eve Davis, Ph.D., QEP Director
6/27/2016
8
Suggestions for WI
Activities
 The most common
writing intensive
assignments are lowstakes and middle-stakes.
Writing
at the end of class on
the lecture and/or discussion
Homework
reading logs
Eve Davis, Ph.D., QEP Director
6/27/2016
10


One-minute papers or a paragraph
Scenarios


Logbooks


Course journals
Microthemes


Letters, editorials, memos, dialogues or
role play etc.
Exploratory 1-page papers
Informal assignments (longer)
Eve Davis, Ph.D., QEP Director
6/27/2016
11
Informal Writing Rubric
 Check marks are ideal
for grading in-class
assignments.
 Check marks can be
substituted for grades.
-
Your insights on issues relating to
privacy in health care reporting are
strong and could be developed into a
compelling argument.

You’ve named some of the most
important issues involved with privacy and
health care, but don’t develop any of them
persuasively.
+
You’ve summarized the assignment
effectively and developed your ideas
coherently and concisely.
Eve Davis, Ph.D., QEP Director
6/27/2016
13
Coming
soon…
QEP Twitter:
QEP_VUU
Designed by Shannan Wilson
Eve Davis, Ph.D., QEP Director
6/27/2016
15
QEP Facebook:
QEP Writing Across
the Curriculum,
Virginia Union
University
Designed by Shannan Wilson
Eve Davis, Ph.D., QEP Director
6/27/2016
16
Special Thanks to QEP Committee













Charla Armstead
Joy Davis
Pam Foreman
Joy Goodrich
Linda Jackson
Linda McDonald
Gerard McShepard
Judith Powell
Roswitha M. Shelton
Myja Thibault
Rick Van Antwerpen
Bynetta Wiggins
Shannan Wilson
Eve Davis, Ph.D., QEP Director
6/27/2016
18