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FYW Survey Results:
 Mapping onto the WCS Guidelines
The basics
26 responses/46 invitations (56.5%)

Represents 75 sections of HUMW I over the last 3 years

 =63.6 % (75/118)
More basics
•   Writing load: almost all responses in the range of 35-45 pages per semester, including revision,
    or about 20-25 pages of new text

•   Reading load: from 5 pages/wk to 200, with 15 falling in between 50-100 pages
Use writing as a tool for
inquiry
•   77% assign pre-writing work


•   69% ask students to reflect on their own writing
Practice writing as an
iterative process
•   85% use some sort of peer review

•   81% scaffold short assignments toward larger projects

•   Over 90% offer students both conferences and written comments for revision
Approach writing as a
rhetorical practice
Reading: 7 different genres assigned by over 50%, with high numbers spread across the board

Writing: far greater concentration around assigning analysis and argument essays
Rhetorical practice, cont'd
Assigning digital texts: 4
Non-academic genres: 4

"High-impact" practices:
7 note teaching directly to genre, writing for public audiences, and community engagement

Perhaps higher?
Odds and ends
In addition to almost 100% of respondents saying that their students perform both analysis and
argument, almost 50% also say their students craft narrative

Over 80% assign student presentations

77% assign the reading of other students' work for a variety of purposes
Initial observations?
Initial observations?
A few more...
Typical recent HUMW I:

•assigns reading in multiple genres
•assigns argumentative and analytical writing
•builds up from short to longer projects
•engages process and formative feedback
How will WCS be different?
More attention to:

•writing as inquiry
•writing as rhetorical
•"high-impact" practices

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First-Year Writing Survey Results

  • 1. FYW Survey Results: Mapping onto the WCS Guidelines
  • 2. The basics 26 responses/46 invitations (56.5%) Represents 75 sections of HUMW I over the last 3 years =63.6 % (75/118)
  • 3. More basics • Writing load: almost all responses in the range of 35-45 pages per semester, including revision, or about 20-25 pages of new text • Reading load: from 5 pages/wk to 200, with 15 falling in between 50-100 pages
  • 4. Use writing as a tool for inquiry • 77% assign pre-writing work • 69% ask students to reflect on their own writing
  • 5. Practice writing as an iterative process • 85% use some sort of peer review • 81% scaffold short assignments toward larger projects • Over 90% offer students both conferences and written comments for revision
  • 6. Approach writing as a rhetorical practice Reading: 7 different genres assigned by over 50%, with high numbers spread across the board Writing: far greater concentration around assigning analysis and argument essays
  • 7. Rhetorical practice, cont'd Assigning digital texts: 4 Non-academic genres: 4 "High-impact" practices: 7 note teaching directly to genre, writing for public audiences, and community engagement Perhaps higher?
  • 8. Odds and ends In addition to almost 100% of respondents saying that their students perform both analysis and argument, almost 50% also say their students craft narrative Over 80% assign student presentations 77% assign the reading of other students' work for a variety of purposes
  • 10. A few more... Typical recent HUMW I: •assigns reading in multiple genres •assigns argumentative and analytical writing •builds up from short to longer projects •engages process and formative feedback
  • 11. How will WCS be different? More attention to: •writing as inquiry •writing as rhetorical •"high-impact" practices