2008 Woodie Awards
Committee aims to remedy poor writing
Trial courses set for fall 2008 will gauge student, faculty response to new requirements
By: Jennifer Ginger
Issue date: 4/5/07 Section: News
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Universities are receiving pressure from businesses and professional fields to improve student writing. Individuals from companies ask why college graduates have bad punctuation and writing skills.
Concerned faculty members at Webster have addressed the issue and are currently seeking funding for a proposal of writing-enhanced courses.
Writing-enhanced courses would have the same name and course materials as the original course, but also would aim to improve student writing skills. Students in writing-enhanced courses would be required to complete a minimum of three written assignments, including one revision. The written assignments would be integrated in the course criteria throughout the semester so students could gradually develop their writing skills.
If implemented, writing-enhanced courses would only affect freshmen and transfer students with associate degrees or students with 64 credit hours entering the university in fall 2008. Students would need a grade of C- or better in order to fulfill the writing requirement.
In 2002, problems with student writing were the topic of the Fall Faculty Institute weekend sessions attended by faculty members twice a year. In response to this, a committee was formed to find ways to improve student writing.
Originally, the committee involved all interested faculty. Now it consists of one faculty representative from each of the five schools within the university.
"We've been working for over five years," said Brad Loudenback, chairman of the Writing Committee and an associate director of the art department. "We're doing this to help the students."
A trial of writing-enhanced courses was held in fall 2006 and another assessment is scheduled for fall 2007. The upcoming assessment would not be much different from the program that might be implemented in 2008. The trial would allow professors to determine which elements of the writing-enhanced criteria are effective, and make suggestions for improvements on the criteria before it is implemented.
Concerned faculty members at Webster have addressed the issue and are currently seeking funding for a proposal of writing-enhanced courses.
Writing-enhanced courses would have the same name and course materials as the original course, but also would aim to improve student writing skills. Students in writing-enhanced courses would be required to complete a minimum of three written assignments, including one revision. The written assignments would be integrated in the course criteria throughout the semester so students could gradually develop their writing skills.
If implemented, writing-enhanced courses would only affect freshmen and transfer students with associate degrees or students with 64 credit hours entering the university in fall 2008. Students would need a grade of C- or better in order to fulfill the writing requirement.
In 2002, problems with student writing were the topic of the Fall Faculty Institute weekend sessions attended by faculty members twice a year. In response to this, a committee was formed to find ways to improve student writing.
Originally, the committee involved all interested faculty. Now it consists of one faculty representative from each of the five schools within the university.
"We've been working for over five years," said Brad Loudenback, chairman of the Writing Committee and an associate director of the art department. "We're doing this to help the students."
A trial of writing-enhanced courses was held in fall 2006 and another assessment is scheduled for fall 2007. The upcoming assessment would not be much different from the program that might be implemented in 2008. The trial would allow professors to determine which elements of the writing-enhanced criteria are effective, and make suggestions for improvements on the criteria before it is implemented.
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