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Mathematics courses shall:
*Evidence based writing is an essential component of the Synthesis categories and the exclusively “upper-division” general education academic experience they offer to students. The Baccalaureate Core Committee and the Writing Advisory Board recommend the following to Schools/Departments/Faculty offering Synthesis courses to help students achieve the writing –related criteria and outcome in Science, Technology, and Society:
Ungraded writing could include course journals; in-class writing focusing on a particular problem, concept, or reading; short (one page or less) summaries of readings; short lists of questions or answers to questions, and the like. Whatever their form, such short (and usually) unrevised assignments ask students to write about what they read and about what they hear in class. This writing could be simply recorded as turned in (or not), or it could be graded quickly on some sort of + (top quality), or 0 (acceptable), - (incomplete) scale. Graded writing could include academic essays, position papers, microthemes, responses to cases, and the like. Students should expect to revise graded writing based on feedback and criticism.
Criterion 2: Writing intensive courses shall base a significant part of the grade on evaluation of writing.
Grades for papers should form at least 30% of the overall grade, with at least 25% of the overall course grade based on evaluation of individually written papers. Collaborative writing projects are appropriate in WIC courses, but individually written papers which have been revised after feedback must also be a significant part of the grade. Writing intensive courses may also use various tests or quizzes which do not involve writing.
Criterion 3: Writing-intensive courses shall focus on content related to the major disciplines and be taught by faculty knowledgeable about that discipline.
A writing intensive course should be a course, or sequence of courses, in the discipline and integral to the degree program. The course should have a structured syllabus with disciplinary content and an enrollment of students who interact with each other and with their professor on a regular term schedule. Part of the learning in a WIC course occurs when students share, discuss, and respond to each others' written work in the context of the common course content over a period of time. Writing intensive courses are not English courses or grammar and punctuation courses; they are discipline courses which use writing tasks to help students learn.
Criterion 4: Writing intensive courses shall discuss writing issues pertinent to that discipline, as such issues apply both academically and professionally.
In determining the course content for a writing intensive course, instructors should also include some discussion of how writing is used by graduate/professionals in that particular discipline. Thus a writing intensive course in engineering should include discussion of the writing done by working engineers, and discussion of what makes that writing effective or convincing. In some fields, this discussion might apply to the kinds of writing done in graduate school.
Criterion 5: Writing intensive courses shall be upper division.
The WIC requirement must total 3 or more credit hours. In the case of a department whose WIC requirement is satisfied by a series of courses, WIC credit will be awarded upon satisfactory completion of the entire sequence.