Writing Intensive Course Proposal Form
for new w-courses and for continuing reviews of existing w-courses
Today’s Date:
Information about the person submitting the proposal:
Your name:
Phone:
Email:
Department:
College:
Information about the course:
Course Title:
Course Number:
Has this course been taught before?
___Yes, as a writing-intensive course
___Yes, but not as a writing-intensive course
___No
If you checked “no,” please indicate whether this course has been approved by
the relevant curriculum committees in your college?
___Yes
___Review currently in process
___No
Staffing:
How many sections of this course does the department anticipate offering each semester?
How many students does the department anticipate enrolling in this course per semester (total, including
all sections):
Who will be the instructor(s) of record for this course?
If the ratio of students-to-instructors is greater than 20:1, please explain.
Information Literacy:
1. Does the course require students to search for outside source material during the semester? If so,
what sorts of sources do they search for, and where/how do they search? (ie. are they looking for
academic texts in the library databases, or popular culture videos on the web, or documents from
archives, etc.)
2. Does the course provide students with instruction related to finding, evaluating, or using sources?
Note that instruction could take the form of in-class workshops or activities led by the instructor
or a librarian, visits to archives, etc. Or it could take the form of individualized feedback on
students’ papers.
Course and Curricular Goals and Objectives:
3. The writing-intensive courses are designed to teach students about the kinds of writing that are
most closely associated with the field, discipline or profession they are studying. Please briefly
describe what your department considers to be the most important aspects of writing in your
field/profession. Depending on your field, this might include a combination of the following:
typical types of documents (reports, white papers, journal articles, memos, client summaries,
scripts, press releases, etc.); typical tasks for writers (make arguments, attract attention, advocate
for someone or something, describe a plan, describe what happened, etc.); valued qualities of
writing (conciseness, accuracy, creativity, simplicity, logic, thoroughness, precision, etc.).
4. What are the specific writing-related learning goals for the students in this course? Please
indicate which assignment(s) from the list you provided in Question #1 will allow you to assess
whether students have met this goal.
Course Assignments, Revisions and Grading:
5. Please provide a list of all of the items (papers, tests, projects, presentations, performances,
participation, etc.) that are used to calculate students’ final grades for this course. Please also
indicate how much each item is worth out of a total of 100%.
Eg.
Paper (two drafts and final)
45%
Mid-term exam:
20%
Group presentation:
10%
Final Exam:
20%
Class participation
5%
Total:
100%
6. For which of the items above are students required to revise their writing based on feedback?
How and by whom is feedback given?