在地标学院写作

跨课程写作, 全国性的运动, is based on the belief that students will learn more and become better thinkers and communicators if they write consistently and repeatedly throughout their college courses.

跨课程写作 at Landmark College (WAC@LC) was created in 2019 and grew out of the work of the Landmark College Writing Project, a 4.5-year project funded by a generous grant from the Davis Educational Foundation, which was established by Stanton and Elisabeth Davis after Mr. Davis's retirement as chairman of Shaw's Supermarkets, Inc.

Our mission is to ensure that students in all degree programs have frequent and meaningful opportunities to write, 修改, and discuss their writing in courses from their freshman year to graduation.

WAC@LC works with faculty at the college to strengthen and align our approach to writing instruction, 赋值, and assessment across all departments and all levels.

We provide ongoing faculty workshops and 咨询 services, 与学术支持服务部门合作, and create accessible resources for faculty and students with the goal of helping student writers become more effective and 自信.

For more information about WAC at Landmark College, please email (电子邮件保护).

跨课程写作 at Landmark College (WAC@LC): Statement of 任务 and 目标

2022年4月，WAC@LC项目团队批准
学院参议院批准，2023年4月

任务

跨课程写作 at Landmark College (WAC@LC) seeks to promote a college-wide culture in which the study of writing and the development of writing practices are understood to be valuable and essential for communication, 思考, 学习, 建设的意义, 完成目标, 培养对自我和他人的意识.

WAC@LC is grounded in the beliefs that writing and reading are interrelated and complementary activities and abilities, and that college students’ development as writers and 读者 is ongoing. Responsibility for this development is shared among all faculty at the college, 跨越水平和学科/学位.

We provide resources and opportunities for conversation, 咨询, and 支持 to faculty who use writing in their courses, 感谢支持学生写作的工作人员, 学生们努力变得有效率, 自信, and flexible writers and 读者 in a variety of contexts. 

Central to our WAC mission is the belief that when students are given frequent opportunities for writing across the curriculum, 他们的思考更具批判性和创造性, 更深入地参与他们的学习, and are better able to transfer what they have learned from course to course, 上下文对上下文.

目标

In pursuit of this mission 跨课程写作 at Landmark College (WAC@LC) pursues the following goals:

• Promote the development and use of writing practices for both 学习 and communication across all levels and 学科 of the curriculum (“学习 to write” and “writing to learn”).
• Provide opportunities for faculty collaboration and ongoing professional development related to writing and reading pedagogy, including group sessions and individual 咨询.
• Promote understanding of the concepts and principles that cut across all writing tasks. 
• Create and share 支持 resources for all faculty who assign writing and use writing in their classes.
• Create accessible resources to 支持 students in their ongoing growth as writers, 读者, 和思想家.
• Advise and advocate for clearly articulated threads of writing practice and instruction across our curriculum, 学科, 和学位.
• Engage in assessment of student 学习 outcomes related to writing and reading.

Landmark College recognizes that writing is a complex and challenging cognitive process and one of the greatest academic difficulties for many of our students.

学生报名参加两门课程, required freshman composition and rhetoric sequence as part of their college requirements.

Additional required writing courses appear in sophomore, 初级, 大四那年, depending on a student’s chosen degree program.

Landmark College students benefit from working with experienced faculty in the classroom and office hours, and additional 支持 is offered in our Drake Center for 学术支持 (DCAS). Some writers benefit from assistive technology to increase their written output, and some may need extra time to develop and implement a successful writing process.

Landmark College writing faculty are guided by the principles listed below in all our work with students. 

1. Writing is best taught as an individualized, strategic, recursive, flexible, multi-stage process.
    
2. All writing exists within a rhetorical situation; attention should be paid to the interrelationships of writer, 观众, 消息, 目的, 和流派.
    
3. Writing and reading are interrelated and complementary activities and abilities.
    
4. We differentiate between low-stakes preliminary stage writing and high-stakes completed drafts ready for submission and evaluation.
    
5. Writing generates 思考 and allows for discovery while writing. Writers do not have to have fully formed ideas before they begin writing.
    
6. We appreciate the pedagogical role that formative evaluation and 反馈 play in a writer’s development, and we respond to students’ writing in ways that honor students’ strengths and are attuned to each student’s unique situation and abilities.
    
7. Deadline policies should be clearly articulated and designed to encourage prompt work completion. These policies should also allow for appropriate flexibility to account for the different rates at which students develop effective writing habits and skills related to meeting deadlines.
    
8. While we value correctness and teach editing skills, we believe that good writing has essential qualities that are more important, 比如清晰度, 焦点, 支持, 和一致性. We also recognize that a large body of re搜索 支持s the finding that de-contextualized grammar instruction has little effect on students’ abilities to write clear, 正确的散文.
    
9. We understand that a student’s ability to write clear, error-free sentences is contextual and may decrease when encountering 赋值s and ideas that are complex and cognitively challenging. Too much concern for correctness in early stages of a writing process may also inhibit a student’s ability to articulate complex ideas. Editing is best left to later stages of a writing process.
    
10. We do not edit or make corrections for students; instead we work with students to teach them how to become stronger editors of their own work.
     
11. Writing does not have to be graded to serve as a tool for 学习 and for developing 思考 skills.
     
12. Summative evaluation is dependent on context and should be based on identified evaluation criteria and stated 学习 outcomes for any individual 赋值. In other words, all possible elements of writing need not be assessed for all 赋值s.