{"id":413,"date":"2024-10-23T19:58:50","date_gmt":"2024-10-23T19:58:50","guid":{"rendered":"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/?post_type=chapter&#038;p=413"},"modified":"2024-10-23T19:58:51","modified_gmt":"2024-10-23T19:58:51","slug":"completing-the-wac-worksheet","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/chapter\/completing-the-wac-worksheet\/","title":{"rendered":"Completing the WAC Worksheet"},"content":{"raw":"Prior to the creation of the ad-hoc committee on core curriculum, the Faculty Senate had approved changes to the Writing Across the Curriculum (WAC) policy. Because the implementation of that policy did not immediately occur, it is now occurring alongside core curricular changes.\r\n\r\nAll WAC courses need to be recertified under the new WAC standards. The below guide is designed to assist with the completion of that document.\r\n<h1>Example Completed WAC Worksheets<\/h1>\r\nBelow you will find several WAC worksheets completed by CSU faculty.\r\n<ul>\r\n \t<li><a href=\"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/wp-content\/uploads\/sites\/172\/2024\/10\/CHM-301-WAC.pdf\">CHM 301<\/a><\/li>\r\n \t<li><a href=\"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/wp-content\/uploads\/sites\/172\/2024\/10\/COM-240-WAC.pdf\">COM 240<\/a><\/li>\r\n \t<li><a href=\"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/wp-content\/uploads\/sites\/172\/2024\/10\/PHL-300-WAC.pdf\">PHL 300<\/a><\/li>\r\n<\/ul>\r\n<h1>Completing the Document<\/h1>\r\nThe new WAC worksheet asks for a bit more detail than the prior one, namely aiming to emphasize how writing skills are\u00a0<em>developed<\/em> throughout the course. A WAC course is (and has always been, in theory), centrally, a <em>developmental<\/em> course and so instruction and practice in aspects of writing and information literacy are vital to a successful course.\r\n<h2>Writing Assignment Table<\/h2>\r\nThis table simply asks you to identify the writing assignments in the course. It is reviewed to ensure the course meets the following WAC criteria:\r\n<ul>\r\n \t<li>Writing is assigned throughout the semester<\/li>\r\n \t<li>Students write at least 3,000 words throughout the semester<\/li>\r\n \t<li>Students engage in both writing-to-communication and writing-to-learn activities and, ideally (but not required), engage in planning and peer review activities as well.<\/li>\r\n<\/ul>\r\nThe below example table gives an idea of the different assignment types. Review the provided examples (above) to see how an actual course may incorporate each type.\r\n<table class=\"grid\">\r\n<tbody>\r\n<tr>\r\n<td><strong>Writing Assignment<\/strong><\/td>\r\n<td><strong>Scheduled Date(s)<\/strong><\/td>\r\n<td><strong>Expected word count<\/strong><\/td>\r\n<td><strong>Assignment type (Writing to learn, writing to communicate, planning, and\/or peer review)<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Engagement Activities: Short, informal writing engaging with the assigned reading<\/td>\r\n<td>Every week<\/td>\r\n<td>250 words each<\/td>\r\n<td>Writing to learn<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Formal Summary: Structured summaries of ideas\/arguments\/readings<\/td>\r\n<td>Weeks 3, 6, and 9<\/td>\r\n<td>500 words each<\/td>\r\n<td>Writing to communicate<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Annotated Bibliography: Review of research for final paper<\/td>\r\n<td>Week 8<\/td>\r\n<td>500 words<\/td>\r\n<td>Planning<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Final Paper Outline<\/td>\r\n<td>Week 10<\/td>\r\n<td>500 words<\/td>\r\n<td>Planning<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Reader Experience Report: A report of student's experience reading another student's draft<\/td>\r\n<td>Week 12<\/td>\r\n<td>500 words<\/td>\r\n<td>Peer Review<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Final Paper<\/td>\r\n<td>Week 14<\/td>\r\n<td>1,500 words<\/td>\r\n<td>Writing to communicate<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<h2>Writing Instruction Table<\/h2>\r\nThe second piece of the WAC worksheet is the most significant change from prior requirements. To ensure WAC courses have a significant focus on writing instruction, and not just assessment of writing, this table prompts you to identify the types of writing instruction that will occur in the course.\r\n\r\nIn completing this table, you are indicating how the course meets the following WAC requirements:\r\n<ul>\r\n \t<li>Students are being\u00a0<em>taught<\/em> writing-to-learn and writing-to-communicate strategies<\/li>\r\n \t<li>Instruction is provided in discipline appropriate forms of texts, arguments, evidence, style, audience, and citation<\/li>\r\n<\/ul>\r\nThe below example shows the sorts of things that may be entered into each row.\r\n<table class=\"grid\">\r\n<tbody>\r\n<tr>\r\n<td><strong>Writing Objective<\/strong><\/td>\r\n<td><strong>Instructional Approach<\/strong><\/td>\r\n<td><strong>Associated assignment(s)<\/strong><\/td>\r\n<td><strong>Scheduled date(s)<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Textual forms\r\n\r\nBe able to construct thesis-driven argumentative essays\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<td>\r\n<ol>\r\n \t<li>Review of published work to identify common structural elements<\/li>\r\n \t<li>Instruction in argument mapping as a pre-writing tool<\/li>\r\n \t<li>Reader Experience Reports that include reconstructing the argumentative structure of a peer's work in simplified form to evidence quality of communication<\/li>\r\n<\/ol>\r\n<\/td>\r\n<td>\r\n<ol>\r\n \t<li>Team activities dissecting assigned articles<\/li>\r\n \t<li>Team activities mapping existing arguments; pre-writing activities constructing argument maps<\/li>\r\n \t<li>Reader Experience Reports<\/li>\r\n<\/ol>\r\n<\/td>\r\n<td>\r\n<ol>\r\n \t<li>Weeks 2-4<\/li>\r\n \t<li>Weeks 3-6<\/li>\r\n \t<li>Week 12<\/li>\r\n<\/ol>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Argumentative strategies\r\n\r\nBe able to defend an original argument logically and by appeal to appropriate readers and evidence\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<td>Same as \"textual forms\" plus the following:\r\n<ul>\r\n \t<li>Formal Summary, which includes appropriately relaying the argument of a published work<\/li>\r\n<\/ul>\r\n<\/td>\r\n<td>Same as \"textual forms\" plus\u00a0<em>Formal Summary<\/em><\/td>\r\n<td>Same as \"textual forms\" plus Formal Summary in Weeks 3, 6, and 9<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Appropriate evidence\r\n\r\nCaptured under prior two elements\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<td><\/td>\r\n<td><\/td>\r\n<td><\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Style\r\n\r\nWrite in the first-person in a semi-formal conversational style\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<td>\r\n<ol>\r\n \t<li>Review of published work to extract stylistic elements<\/li>\r\n \t<li>Instruction in the \"They Say, I Say\" approach to academic writing which emphasizes \"joining a conversation\"<\/li>\r\n<\/ol>\r\n<\/td>\r\n<td>\r\n<ol>\r\n \t<li>Team activities dissecting assigned articles<\/li>\r\n \t<li>Assignment of excerpts from the book\u00a0<em>They Say, I Say<\/em> as well as informal in-class activities using provided templates<\/li>\r\n<\/ol>\r\n<\/td>\r\n<td>\r\n<ol>\r\n \t<li>Weeks 2-4<\/li>\r\n \t<li>Weeks 3-9<\/li>\r\n<\/ol>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Audience\r\n\r\nCompose complex texts that would be understandable to a generally intelligent reader unfamiliar with the course or the material\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<td>\r\n<ol>\r\n \t<li>Instruction in completing an audience analysis and practice in doing so<\/li>\r\n \t<li>Completing Reader Experience Reports from the perspective of the relevant audience<\/li>\r\n<\/ol>\r\n<\/td>\r\n<td>\r\n<ol>\r\n \t<li>Audience Analyses completed in class, collaboratively<\/li>\r\n \t<li>Reader Experience Reports<\/li>\r\n<\/ol>\r\n<\/td>\r\n<td>\r\n<ol>\r\n \t<li>Week 10<\/li>\r\n \t<li>Week 12<\/li>\r\n<\/ol>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Citation\r\n\r\nUnderstand when to cite the work of others and do so using a standard style guide\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<td>\r\n<ol>\r\n \t<li>Review of published work to identify how citations function<\/li>\r\n \t<li>Work with librarian on joining conversations and citation<\/li>\r\n \t<li>Introduction to the Chicago Style Guide<\/li>\r\n<\/ol>\r\n<\/td>\r\n<td>\r\n<ol>\r\n \t<li>Team activities dissecting assigned articles<\/li>\r\n \t<li>Annotated Bibliography<\/li>\r\n<\/ol>\r\n<\/td>\r\n<td>\r\n<ol>\r\n \t<li>Weeks 4-6<\/li>\r\n \t<li>Week 8<\/li>\r\n<\/ol>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Other\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<td><\/td>\r\n<td><\/td>\r\n<td><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<h3>Key Tips for completing the table:<\/h3>\r\n<ol>\r\n \t<li>You do\u00a0<span style=\"text-decoration: underline\">not<\/span> need to provide instruction in every element listed in the table. While there is no strict requirement, you should generally aim for at least 3.<\/li>\r\n \t<li>Some elements may significantly overlap (such as Textual Forms, Argumentative Strategies, and Appropriate Evidence). It is fine to repeat assignments or not the overlap, or simply to leave one blank knowing you are covering it elsewhere.<\/li>\r\n \t<li>Use the left-most column as a place to identify your student learning outcome\/objective as it relates to that element of writing, which can enhance the clarity of instruction and assignment creation.<\/li>\r\n \t<li>In the \"associated assignment(s)\" column you need not refer back to any of the official writing assignments you identified in the previous table. In general, the assignments you use here may be more informal activities aimed at enhancing instruction, rather than assessing achievement of any of the particular outcomes.<\/li>\r\n<\/ol>\r\n<h2>Feedback<\/h2>\r\nA key finding in writing instruction (and education more generally) is that it is vital students are provided\u00a0<em>actionable<\/em> feedback and given the encouragement to act on it. This idea is captured in WAC criteria 5 and 6:\r\n<ul>\r\n \t<li><span style=\"font-size: 14pt\">Engage students in writing as a process and provide opportunities for students to improve their writing over the course of the semester. This can take different forms including scaffolded assignments, drafts and revisions, and multiple iterations of the same type of assignment (such as a lab report).<\/span><\/li>\r\n \t<li>Provide students with extensive feedback on their writing and expect students to use that feedback to improve their writing in subsequent assignments. This feedback should not consist entirely of mechanical correction of punctuation and grammar. Engaging with feedback should be part of the assessment (grading) of the assignments.<\/li>\r\n<\/ul>\r\nSo, to answer this question, consider the method(s) by which you will incentivize and verify student use of feedback. This could come in many forms, such as (this is non-exhaustive):\r\n<ul>\r\n \t<li>Requiring students to revise previously submitted work in light of feedback (to receive a grade at all or to receive an improved grade)<\/li>\r\n \t<li>Assessing later tokens of the same assignment type (i.e., the 2nd and 3rd lab reports) partly on the basis of improvement in line with prior feedback<\/li>\r\n \t<li>Requiring drafts or other pre-final writing artifacts that receive feedback and then assessing later iterations partly on the basis of incorporating the feedback<\/li>\r\n \t<li>Incorporating peer review and requiring subsequent submissions to incorporate peer review feedback<\/li>\r\n<\/ul>\r\n<h2>Information Literacy<\/h2>\r\nAll WAC courses must contribute to the development of a student's information literacy skills in discipline specific ways. Information Literacy, in this context, is focused on the accessing, evaluating, and integrating of research materials. A narrow focus on citation is not acceptable for meeting this criteria.\r\n\r\nInstead, you may consider the following sorts of mechanisms:\r\n<ul>\r\n \t<li>Instruct students in the use of discipline-specific databases or research methodologies<\/li>\r\n \t<li>Instruct students in a particular method or framework for evaluating research<\/li>\r\n \t<li>Instruct students in specific methods for incorporating the work of others into their own work, such as how to properly paraphrase, when (not) to use quotations, etc.<\/li>\r\n<\/ul>\r\nAs noted on the form, you are encouraged to work with a librarian on this front and they will be able to provide additional ideas of how best to develop your students' information literacy skills.","rendered":"<p>Prior to the creation of the ad-hoc committee on core curriculum, the Faculty Senate had approved changes to the Writing Across the Curriculum (WAC) policy. Because the implementation of that policy did not immediately occur, it is now occurring alongside core curricular changes.<\/p>\n<p>All WAC courses need to be recertified under the new WAC standards. The below guide is designed to assist with the completion of that document.<\/p>\n<h1>Example Completed WAC Worksheets<\/h1>\n<p>Below you will find several WAC worksheets completed by CSU faculty.<\/p>\n<ul>\n<li><a href=\"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/wp-content\/uploads\/sites\/172\/2024\/10\/CHM-301-WAC.pdf\">CHM 301<\/a><\/li>\n<li><a href=\"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/wp-content\/uploads\/sites\/172\/2024\/10\/COM-240-WAC.pdf\">COM 240<\/a><\/li>\n<li><a href=\"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/wp-content\/uploads\/sites\/172\/2024\/10\/PHL-300-WAC.pdf\">PHL 300<\/a><\/li>\n<\/ul>\n<h1>Completing the Document<\/h1>\n<p>The new WAC worksheet asks for a bit more detail than the prior one, namely aiming to emphasize how writing skills are\u00a0<em>developed<\/em> throughout the course. A WAC course is (and has always been, in theory), centrally, a <em>developmental<\/em> course and so instruction and practice in aspects of writing and information literacy are vital to a successful course.<\/p>\n<h2>Writing Assignment Table<\/h2>\n<p>This table simply asks you to identify the writing assignments in the course. It is reviewed to ensure the course meets the following WAC criteria:<\/p>\n<ul>\n<li>Writing is assigned throughout the semester<\/li>\n<li>Students write at least 3,000 words throughout the semester<\/li>\n<li>Students engage in both writing-to-communication and writing-to-learn activities and, ideally (but not required), engage in planning and peer review activities as well.<\/li>\n<\/ul>\n<p>The below example table gives an idea of the different assignment types. Review the provided examples (above) to see how an actual course may incorporate each type.<\/p>\n<table class=\"grid\">\n<tbody>\n<tr>\n<td><strong>Writing Assignment<\/strong><\/td>\n<td><strong>Scheduled Date(s)<\/strong><\/td>\n<td><strong>Expected word count<\/strong><\/td>\n<td><strong>Assignment type (Writing to learn, writing to communicate, planning, and\/or peer review)<\/strong><\/td>\n<\/tr>\n<tr>\n<td>Engagement Activities: Short, informal writing engaging with the assigned reading<\/td>\n<td>Every week<\/td>\n<td>250 words each<\/td>\n<td>Writing to learn<\/td>\n<\/tr>\n<tr>\n<td>Formal Summary: Structured summaries of ideas\/arguments\/readings<\/td>\n<td>Weeks 3, 6, and 9<\/td>\n<td>500 words each<\/td>\n<td>Writing to communicate<\/td>\n<\/tr>\n<tr>\n<td>Annotated Bibliography: Review of research for final paper<\/td>\n<td>Week 8<\/td>\n<td>500 words<\/td>\n<td>Planning<\/td>\n<\/tr>\n<tr>\n<td>Final Paper Outline<\/td>\n<td>Week 10<\/td>\n<td>500 words<\/td>\n<td>Planning<\/td>\n<\/tr>\n<tr>\n<td>Reader Experience Report: A report of student&#8217;s experience reading another student&#8217;s draft<\/td>\n<td>Week 12<\/td>\n<td>500 words<\/td>\n<td>Peer Review<\/td>\n<\/tr>\n<tr>\n<td>Final Paper<\/td>\n<td>Week 14<\/td>\n<td>1,500 words<\/td>\n<td>Writing to communicate<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2>Writing Instruction Table<\/h2>\n<p>The second piece of the WAC worksheet is the most significant change from prior requirements. To ensure WAC courses have a significant focus on writing instruction, and not just assessment of writing, this table prompts you to identify the types of writing instruction that will occur in the course.<\/p>\n<p>In completing this table, you are indicating how the course meets the following WAC requirements:<\/p>\n<ul>\n<li>Students are being\u00a0<em>taught<\/em> writing-to-learn and writing-to-communicate strategies<\/li>\n<li>Instruction is provided in discipline appropriate forms of texts, arguments, evidence, style, audience, and citation<\/li>\n<\/ul>\n<p>The below example shows the sorts of things that may be entered into each row.<\/p>\n<table class=\"grid\">\n<tbody>\n<tr>\n<td><strong>Writing Objective<\/strong><\/td>\n<td><strong>Instructional Approach<\/strong><\/td>\n<td><strong>Associated assignment(s)<\/strong><\/td>\n<td><strong>Scheduled date(s)<\/strong><\/td>\n<\/tr>\n<tr>\n<td>Textual forms<\/p>\n<p>Be able to construct thesis-driven argumentative essays<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td>\n<ol>\n<li>Review of published work to identify common structural elements<\/li>\n<li>Instruction in argument mapping as a pre-writing tool<\/li>\n<li>Reader Experience Reports that include reconstructing the argumentative structure of a peer&#8217;s work in simplified form to evidence quality of communication<\/li>\n<\/ol>\n<\/td>\n<td>\n<ol>\n<li>Team activities dissecting assigned articles<\/li>\n<li>Team activities mapping existing arguments; pre-writing activities constructing argument maps<\/li>\n<li>Reader Experience Reports<\/li>\n<\/ol>\n<\/td>\n<td>\n<ol>\n<li>Weeks 2-4<\/li>\n<li>Weeks 3-6<\/li>\n<li>Week 12<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n<tr>\n<td>Argumentative strategies<\/p>\n<p>Be able to defend an original argument logically and by appeal to appropriate readers and evidence<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td>Same as &#8220;textual forms&#8221; plus the following:<\/p>\n<ul>\n<li>Formal Summary, which includes appropriately relaying the argument of a published work<\/li>\n<\/ul>\n<\/td>\n<td>Same as &#8220;textual forms&#8221; plus\u00a0<em>Formal Summary<\/em><\/td>\n<td>Same as &#8220;textual forms&#8221; plus Formal Summary in Weeks 3, 6, and 9<\/td>\n<\/tr>\n<tr>\n<td>Appropriate evidence<\/p>\n<p>Captured under prior two elements<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td>Style<\/p>\n<p>Write in the first-person in a semi-formal conversational style<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td>\n<ol>\n<li>Review of published work to extract stylistic elements<\/li>\n<li>Instruction in the &#8220;They Say, I Say&#8221; approach to academic writing which emphasizes &#8220;joining a conversation&#8221;<\/li>\n<\/ol>\n<\/td>\n<td>\n<ol>\n<li>Team activities dissecting assigned articles<\/li>\n<li>Assignment of excerpts from the book\u00a0<em>They Say, I Say<\/em> as well as informal in-class activities using provided templates<\/li>\n<\/ol>\n<\/td>\n<td>\n<ol>\n<li>Weeks 2-4<\/li>\n<li>Weeks 3-9<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n<tr>\n<td>Audience<\/p>\n<p>Compose complex texts that would be understandable to a generally intelligent reader unfamiliar with the course or the material<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td>\n<ol>\n<li>Instruction in completing an audience analysis and practice in doing so<\/li>\n<li>Completing Reader Experience Reports from the perspective of the relevant audience<\/li>\n<\/ol>\n<\/td>\n<td>\n<ol>\n<li>Audience Analyses completed in class, collaboratively<\/li>\n<li>Reader Experience Reports<\/li>\n<\/ol>\n<\/td>\n<td>\n<ol>\n<li>Week 10<\/li>\n<li>Week 12<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n<tr>\n<td>Citation<\/p>\n<p>Understand when to cite the work of others and do so using a standard style guide<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td>\n<ol>\n<li>Review of published work to identify how citations function<\/li>\n<li>Work with librarian on joining conversations and citation<\/li>\n<li>Introduction to the Chicago Style Guide<\/li>\n<\/ol>\n<\/td>\n<td>\n<ol>\n<li>Team activities dissecting assigned articles<\/li>\n<li>Annotated Bibliography<\/li>\n<\/ol>\n<\/td>\n<td>\n<ol>\n<li>Weeks 4-6<\/li>\n<li>Week 8<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n<tr>\n<td>Other<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3>Key Tips for completing the table:<\/h3>\n<ol>\n<li>You do\u00a0<span style=\"text-decoration: underline\">not<\/span> need to provide instruction in every element listed in the table. While there is no strict requirement, you should generally aim for at least 3.<\/li>\n<li>Some elements may significantly overlap (such as Textual Forms, Argumentative Strategies, and Appropriate Evidence). It is fine to repeat assignments or not the overlap, or simply to leave one blank knowing you are covering it elsewhere.<\/li>\n<li>Use the left-most column as a place to identify your student learning outcome\/objective as it relates to that element of writing, which can enhance the clarity of instruction and assignment creation.<\/li>\n<li>In the &#8220;associated assignment(s)&#8221; column you need not refer back to any of the official writing assignments you identified in the previous table. In general, the assignments you use here may be more informal activities aimed at enhancing instruction, rather than assessing achievement of any of the particular outcomes.<\/li>\n<\/ol>\n<h2>Feedback<\/h2>\n<p>A key finding in writing instruction (and education more generally) is that it is vital students are provided\u00a0<em>actionable<\/em> feedback and given the encouragement to act on it. This idea is captured in WAC criteria 5 and 6:<\/p>\n<ul>\n<li><span style=\"font-size: 14pt\">Engage students in writing as a process and provide opportunities for students to improve their writing over the course of the semester. This can take different forms including scaffolded assignments, drafts and revisions, and multiple iterations of the same type of assignment (such as a lab report).<\/span><\/li>\n<li>Provide students with extensive feedback on their writing and expect students to use that feedback to improve their writing in subsequent assignments. This feedback should not consist entirely of mechanical correction of punctuation and grammar. Engaging with feedback should be part of the assessment (grading) of the assignments.<\/li>\n<\/ul>\n<p>So, to answer this question, consider the method(s) by which you will incentivize and verify student use of feedback. This could come in many forms, such as (this is non-exhaustive):<\/p>\n<ul>\n<li>Requiring students to revise previously submitted work in light of feedback (to receive a grade at all or to receive an improved grade)<\/li>\n<li>Assessing later tokens of the same assignment type (i.e., the 2nd and 3rd lab reports) partly on the basis of improvement in line with prior feedback<\/li>\n<li>Requiring drafts or other pre-final writing artifacts that receive feedback and then assessing later iterations partly on the basis of incorporating the feedback<\/li>\n<li>Incorporating peer review and requiring subsequent submissions to incorporate peer review feedback<\/li>\n<\/ul>\n<h2>Information Literacy<\/h2>\n<p>All WAC courses must contribute to the development of a student&#8217;s information literacy skills in discipline specific ways. Information Literacy, in this context, is focused on the accessing, evaluating, and integrating of research materials. A narrow focus on citation is not acceptable for meeting this criteria.<\/p>\n<p>Instead, you may consider the following sorts of mechanisms:<\/p>\n<ul>\n<li>Instruct students in the use of discipline-specific databases or research methodologies<\/li>\n<li>Instruct students in a particular method or framework for evaluating research<\/li>\n<li>Instruct students in specific methods for incorporating the work of others into their own work, such as how to properly paraphrase, when (not) to use quotations, etc.<\/li>\n<\/ul>\n<p>As noted on the form, you are encouraged to work with a librarian on this front and they will be able to provide additional ideas of how best to develop your students&#8217; information literacy skills.<\/p>\n","protected":false},"author":235,"menu_order":4,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-413","chapter","type-chapter","status-publish","hentry"],"part":342,"_links":{"self":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/wp-json\/pressbooks\/v2\/chapters\/413","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/wp-json\/wp\/v2\/users\/235"}],"version-history":[{"count":1,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/wp-json\/pressbooks\/v2\/chapters\/413\/revisions"}],"predecessor-version":[{"id":417,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/wp-json\/pressbooks\/v2\/chapters\/413\/revisions\/417"}],"part":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/wp-json\/pressbooks\/v2\/parts\/342"}],"metadata":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/wp-json\/pressbooks\/v2\/chapters\/413\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/wp-json\/wp\/v2\/media?parent=413"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/wp-json\/pressbooks\/v2\/chapter-type?post=413"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/wp-json\/wp\/v2\/contributor?post=413"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/corecurriculum\/wp-json\/wp\/v2\/license?post=413"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}