November 1997

What sort of impact has the Writing Across the Curriculum program had in its first year? A quantitative answer to that question is fairly easy--and fairly impressive.

Even in its first year, WAC involved undergraduate students at all levels and in all colleges. Although only students entering the university Fall 1996 or later are technically required to fulfill the WAC requirements for graduation, continuing students are also enrolling in writing intensive (WI) sections of GE classes and in their majors. That translates into surprisingly high numbers: 10,065 WI grades were given during the first three quarters of 1996-97. That number, supplied by Institutional Research, does not include students who dropped or withdrew from WI classes, nor does it include English 101 and 102. Incidentally, the number of students enrolling in WI classes increased steadily each quarter: from 2987 (fall), to 3263 (winter), to 3815 (spring).

That our students do see writing so positively is a tribute to the work of their instructors--and not just in classes officially designated as writing intensive.

As enrollments suggest, the number of WI classes has also been substantial: 168 discrete courses were offered as WI during 1996-97. Because some courses were offered in multiple sections and taught in more than one quarter, the number of WI sections totaled 490. Those sections were taught by 172 different faculty members, a number of whom taught multiple sections one or more quarters. This summer an additional 35 WI sections were taught by 28 instructors in the A and B sessions. The prospect looks similar this fall: 184 writing intensive sections of 89 different courses are being taught by over 100 faculty members.

Those figures, based on preliminary lists sent by the Registrar, do not take into account any sections that did not make or that were added later; still, they provide a reasonably accurate estimate of the scope of the WAC program.

But those numbers give us only part of the story. From a qualitative perspective, what sort of impact has WAC had in its first year? That question is far more difficult--and far more important. So far, we have only one tentative measure of the academic impact of WAC. The survey given in all GE classes this spring included two statements related to the goals of the WAC program: "The writing assignments helped me to learn the course material," and "The writing assignments helped me to enhance my writing skills." Students responded positively to both items, ranking each at 3.1.

That level of satisfaction is especially gratifying when associated with a new program that students might see as imposing additional or even irrelevant demands on them. That our students do see writing so positively is a tribute to the work of their instructors--and not just in classes officially designated as writing intensive.

While we can feel good about this survey, we need to know much more about the impact of WAC on our students and on our teaching. In early September, shortly before classes began, representatives from the undergraduate colleges affected by WAC met to discuss some of the ways we can begin to make that assessment. But we want--and need--the insights of all involved in the program. What do you see happening in your own classes? Are writing activities helping students develop their critical thinking and polish their writing? In your own field what would be the most reliable measure of a student’s success in those areas?

If you have comments or suggestions on these or other WAC-related concerns, please direct them to the WAC Coordinator by E-mail (joe.law@wright.edu) or phone (x2155).

Earlier issues of this newsletter have featured ways writing is used in individual courses in different departments; this month, it focuses on a single department--History--that has made a concerted attempt to help students improve their critical thinking and their writing. History Chair Robert Sumser comments wryly that students often seem to regard history as "one damn thing after another," a chronological listing of facts reported without analysis or interpretation. Because that general attitude is not limited to history (or, for that matter, to students), readers in other fields may be interested in some of the strategies being used in History. A number of instructors are designing writing assignments that help students read analytically and then evaluate what they have read. In addition, the department has revived and revised HST 301 (Research Seminar) and created a departmental style sheet to be used in all classes.

"Good history will provide convincing evidence that persuades people that it is a reasonable explanation of the facts. Therefore, historians and anybody interested in understanding history must be skilled in critical thinking, logic, argumentation, speaking and writing."

Instructors in many disciplines express concern over their students’ reading skills. In HST 435/635 (Medieval English Society), Katherine Workman uses several assignments that help students read more analytically. One of her texts is Barbara Harvey’s Living and Dying in England 1100-1540: The Monastic Experience. In a study sheet, she points out that Harvey employs a wide range of sources and methodologies and asks students to "be considering how she knows what she knows" as they read. Dr. Workman gives students a set of questions and tells them to write up brief discussions on their own; she does not collect these informal writings but selects one of the questions as a reading quiz and asks students to write briefly on it in class. While some questions focus on information, others highlight Harvey’s writing as argument or interpretation: "What is Harvey’s thesis? What is her purpose in writing the book?" Others direct readers to issues of methodology: "What are the problems involved in studying upper class diets? What sources does she use to study diet? How does she use them?"

Dr. Workman builds on these assignments by asking her students to write a five- to six-page essay addressing an issue related to Harvey’s book. That assignment sheet stresses the role of interpretation in history: "This assignment requires you to discuss specific evidence provided by Harvey; she gives a great deal of it, and it can be used to argue a variety of points of view, not just her own. Make sure you support all of your claims with evidence which you explain in your own words. Remember, FACTS DO NOT SPEAK FOR THEMSELVES. YOU MUST SPEAK FOR THEM."

In HST 211 (American Civilization to 1877), Nancy Garner opens her syllabus with a similar statement, pointing out some implications that follow from it: "Because history is mainly interpretation, historians and the general public will disagree over the meaning of history. Each person’s and each generation’s experiences and background will color their understanding of history." She continues by pointing out that all interpretations are not equally valid: "Since we disagree over the interpretations of history, how can we know what is ‘good’ history? Good history will provide convincing evidence that persuades people that it is a reasonable explanation of the facts. Therefore, historians and anybody interested in understanding history must be skilled in critical thinking, logic, argumentation, speaking and writing."

That skill can be seen in the way writers construct thesis statements, and Dr. Garner puts special emphasis on that key feature of academic writing. In a separate handout on writing, she contrasts announcements of topic with statements that bring the issue into focus for the reader. The difference is striking. "This paper is about the Woman’s Crusade of 1873-74 and will speculate on its true purpose and significance" is on a very different level than this thesis statement: "The Woman’s Crusade of 1874-74 was less about banning saloons than it was an opportunity for white, middle-class women to voice their frustrations with a social system that denied them leadership or economic control."

As Dr. Garner points out, formulating such a thesis statement "is probably the last step in writing a paper or essay." It may occur at the end of a number of drafts, drafts that will have to be written within 10 weeks while students are doing their assigned reading for the course, taking notes in lectures, and studying for exams. Recognizing the difficulty of this challenge and recognizing the need to provide substantial attention to critical thinking and writing, History has reconfigured HST 301 (Research Seminar). Instead of dedicating class time to lectures and exams over extensive shared readings, HST 301 asks students to concentrate their energies on carrying out "a modest research project according to the standards of professional scholars." That description comes from the syllabus of Jacob Dorn, who taught the most recent section of the course (Spring 1997). Like the other syllabi described here, his also stresses the connection between thinking and writing, pointing out that "knowledge and communication are inextricably linked" in history and other disciplines.

HST 301 requires students to share their ongoing work frequently. During the second week, for example, Dr. Dorn has class members bring copies of their topic proposal for their classmates to discuss with them. The requirements for the proposal itself are worth noting. In no more than two pages students are asked to provide "(1) a tentative working title; (2) the general boundaries--e.g., topical, regional, chronological--of your proposed research; (3) a rationale for choosing this topic (e.g., its importance historically and your particular interest in it); (4) a major source for you to get information."

After discussing their proposals in class, students have individual conferences with Dr. Dorn and then submit revised proposals supported by an annotated bibliography of potential sources. They continue to refine the project throughout the term, presenting brief oral progress reports to the seminar and turning in a revised thesis and outline. Among the topics discussed in the early weeks of the term are the most effective ways of organizing and presenting evidence to support an argument. Explicit attention is also given to ways of integrating outside sources into the text.

In the sixth week, students write up two pages on an aspect of their topics for which research has been completed, including endnotes. They provide copies of this assignment for the rest of the seminar. A full draft is submitted during the eighth week, with the final version of the research paper due at the final class meeting. In class, the term is wrapped up with oral presentations about the projects.

In addition to stressing the fundamental connection between critical thinking and writing, all of these classes consistently ask students to follow the writing conventions of the field. Besides initiating some of the key revisions of HST 301, Donna Amoroso has put together a number of handouts that are available for History faculty to provide to their students. Of special interest is the two-part "History Department Style Sheet." Part I outlines conventions of good usage, providing information about confusing issues (e.g., using the appropriate verb tense) and highlighting common grammatical problems. Part II consists of a concise guide to the required citation style. The immediate practical value of such handouts is obvious; less obvious, but equally important, is their value in suggesting to students that historians share certain conventions in writing about their discipline, even while they may disagree about how the "facts" of history are interpreted.

Limited space means postponing a report of the work being done by other faculty in History. Even this brief description of a few courses, though, should begin to suggest some of the ways the department is working together to employ writing to give their students opportunities to learn more effectively and enter into their discipline.

This fall David Hurwitz announced a new tutoring policy. Freshmen can now receive 1 hour of free tutoring per week per course. Students who have documented learning disabilities and who are registered with the Office of Disability Services will receive 2 hours of free tutoring. All additional tutoring and tutoring for upper-level students will be billed at $5.00 per hour. Students enrolled in various special programs may be eligible for subsidized tutoring.

The Tutoring Office will attempt to locate tutors for any currently enrolled student for most courses offered at Wright State (the exceptions are ENG 101 and 102, day sections of MTH 102, and all Study Skills classes). Initial applications for tutoring should be made in person at the Tutoring Office in 031 Paul Laurence Dunbar Library. If a student is unable to come in person during working hours, appointments can be made by phone at 775-2280. Although November 12 is the last day students may schedule appointments, tutoring continues until the end of the quarter.

Dave also points out that the Tutoring Office is always looking for qualified tutors in any subject. The requirements include a 2.8+ GPA, an A or B in the course being tutored, good communication skills, faculty approval in certain areas, and a minimum 15-hour current course load. If you have students who may be interested in tutoring, please refer them to the Tutoring Office.