Advanced Writing courses build intentionally upon the skills learned in the Foundation Writing (FW) course,
creating a “stepped” curriculum. AW courses help students learn more advanced, and discipline-specific, writing
skills, as appropriate to the discipline of the course. All students entering Fall 2018 and thereafter must take two
AW courses, in two different disciplines (e.g.,CHEM” andBIOL”). AW courses provide students with
opportunities to learn d
iscipline-specific genres an
d to revise their writing based on feedback.
Instructor name:
Course # and title:
Does this form apply to all sections of the course? Yes No
Course Basics
1. Is the course 200-level or above and designed for Sophomores and above (i.e. not a course for
Freshmen)?
Yes No
2. Will the syllabus include language from the Bulletin to mark the course as belonging to the writing
curriculum?
Sample syllabus language: This course fulfills one of the two courses required for Advanced Writing credit. AW
courses practice and build on the writing skills learned in Foundation Writing. Specifically, this course will introduce
important discipline-specific writing skills related to expectations for purpose and audience, organization, genre, and
evidence. The course also includes opportunities for students to engage in meaningful revision with feedback from
the instructor and/or peers. Two AW courses from two different disciplines are needed to complete the requirement.
Yes No
4. Will the instructor use consistent vocabulary, as appropriate, about key writing skills and learning
outcomes so as to help students build writing knowledge that can facilitate their transfer of skills among
their writing courses?
Note: The Writing Skills Committee will work with faculty to generate and distribute resources for shared
vocabulary, as appropriate, across FW courses on which AW courses may build.
Yes No
Amount and kind of writing: The genre(s) of writing for AW courses should be appropriate to the
disciplinary and/or context-specific nature of the course, as determined by the instructor. Writing assignments
should be designed in a way that intentionally builds on the skills students gain in a Foundational Writing
course (including purpose and audience, claim/evidence structure, thesis writing, the drafting/revision process,
and appropriate use of sources) in order to help students transition the skills of analytical writing to the specific
genre of the discipline. Please indicate that writing assignments for this AW course adheres to the following
criteria:
5. Will a minimum of 10% of the course grade be based on graded writing assignments completed outside
of class (e.g. not essay exams or other in-class writing and not credit/no credit assignments)?
Yes No
6. Will a minimum of 20% of the value for each writing assignment be based on the quality of the writing as
appropriate to the task?
Note: The Writing Center will provide resources, including advisory rubrics and a list of standard grading
criteria.
Yes No
Advanced Writing (AW) Course Form
Instructions:
Download this form before completing it. Do not fill out the form in your web browser.
Using Adobe Acrobat Reader? Complete the form and click 'submit' to automatically generate a return email.
Using another program (e.g., Preview)? Print the completed form to PDF, and send as an attachment to lstorey@austincollege.edu.
Yes No
3. Will the instructor discuss with students the writing goals of the course, as appropriate?
rev 01/24/2019
7. Please briefly describe how assigned writing constitutes a substantial component of the course.
8. What types of graded writing do you envision assigning in this course? (Check all that apply)
Paragraph-focused assignment(s)
Narrative essay
Process essay
Compare/contrast essay
Reflection writing
Analytical writing
Lab report
Literature review
Writing for oral presentation
Proposal
Memo writing
Other (please specify):
Writing Instruction
9. Will the course include explicit in-class instruction on how to write in discipline-specific and/or context-
specific genres important to the discipline, including intentional in-class instruction as to the distinct
conventions of writing in that discipline?
Yes No
10. In what ways writing assignments include meaningful process(es) of revision? (Check all that apply)
Scaffolded or progressive process by which students work on stages of an assignment (
e.g.,
thesis statement, outline, draft
) with feedback from: instructor and/or peers
Students intentionally transferring knowledge and skills across assignments (
e.g., iterative
assignments
)
Students rewriting draft(s) of a paper based on feedback from: instructor and/or peers
In-class revision of portions of a writing assignment (
e.g., thesis statements, introductions, etc.)
Peer review
Other (please specify):
11. St
udent learning outcomes for writing include (check all that apply):
Disciplinary-appropriate use of evidence, sources, and citation (please specify)
Disciplinary-specific writing skills (please specify)
Other or additional outcomes:
Purpose and audience
Organization of ideas in accordance with discipline and/or genre-specific conventions (please specify)
Writing Committee recommendation:
Recommend
Recommend with reservations
Do not recommend with information provided
Curriculum Committee approval:
Approve
Approved with modifications specified below
Not approved
Recommended modifications for approval
** For Writing Committee and Curriculum Committee Use **
To save a copy of the completed form, select "Print" (CTRL + P) and/or save a PDF version to your computer before you submit.
Only click "Submit Form" if using Adobe Acrobat Reader. Otherwise, please send a saved PDF version as an attachment to
lstorey@austincollege.edu
12. Would you be willing to contribute additional details about your course at the end of the semester to help
the Writing Skills Committee collect data about the writing curriculum as well as create resources for
faculty teaching AW courses?
Yes No
Submit Form
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