The survey results from 26 responses representing 75 sections of HUMW I over the last 3 years show that:
1) The typical writing load is 35-45 pages per semester including revision, and reading load is between 50-100 pages per week.
2) Most instructors assign pre-writing work, ask students to reflect on their own writing, and use some form of peer review and scaffolding of assignments.
3) Over 90% offer student conferences and written feedback for revision to approach writing as an iterative process.
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