The following are the ways teachers should address the skills and ideas students should gain from the College Writing course sequence:
Concepts of Teaching Writing
Incorporate writing–through lessons, discussions, activities– into every class session.
Create your course around a unifying theme to give the course an intellectual arena in which to focus writing.
Reinforce the idea of writing as process through the sequencing of assignments and multiple drafts of assignments.
In order to maximize the students’ resources and experience, hold writing workshops or peer reviews.
Offer meaningful, appropriate, and thorough feedback, including attention to the College Writing Program Grading Criteria, on all major writing assignments.
As some students are better served by one-on-one instruction, hold regular office hours and mandatory student conferences throughout the semester.
The class must meet during the scheduled final exam time. LIT-100 must include a final exam.
Develop Writing Skills
Assign 3-4 major essays in a range of academic genres: narrative, critical analysis, researched essay, oral history, profile, proposal, textual critique, etc. An essay that sustains an argument for eight or more pages should be included.
Assign 20 pages of polished writing for LIT-100 and 25 pages for LIT-101; both page requirements could include a revision of a major writing project.
Require, as a matter of course, multiple drafts of major papers and provide students with strategies and opportunities for revision.
Teach students that a thesis and its development are key to the success of every essay, including narrative essays, non-traditional essays, and essay exams.
Emphasize the importance of correctness in grammar and punctuation in establishing credibility and authority with an audience.
Develop Reading Skills
Early in the fall semester, make meaningful use of the Writer as Witness text.
Choose a range of texts (non-fiction and fiction) to serve as models and sources of discussion/analysis; students should examine a variety of genres.
Promote and model original and critical reading/thinking through class discussion, activities, or one-on-one instruction.
Ensure that students understand your individual commenting style so that they can interpret your feedback.
Develop Research Skills
Emphasize how “research” informs almost all writing by crafting assignments that require students to draw on traditional and non-traditional research methods.
Encourage students to use the DC community and local resources in their research and writing projects.
Arrange a class visit with your assigned reference librarian partner some time in the fall semester, preferably to coincide with the first major research project.
Teach students how to incorporate research, in particular scholarly research, to effectively support their argument.
Teach students how to accurately document their sources, correctly format MLA citations, and construct an MLA-style Works Cited page.
Emphasize the importance of the Academic Integrity Code and the consequences of violating it; offer students strategies for avoiding unintentional violations.