Writing Program Sequence of Courses
The Writing Program
Our academic writing program, with its Four-Year Vertical Curriculum, builds a bridge between creative writing and academic writing, and simultaneously establishes a campus-wide interdisciplinary initiative. Our writing program draws on current research, but is designed specifically for Goucher.
Brief Summary of the 4-Year Vertical Curriculum
1st Year: Students take WRT 181 or WRT 181H in either fall or spring (or FYS Honors in fall);
students may choose to take 1-2 writing studios for additional support.
2nd Year: Students take a Writing Enriched Curriculum (WEC) course in any discipline. View WEC courses offered in 2019-2020.
3rd Year: Students take a Writing in the Disciplines (WID) course in their major (Prior to FA15, this requirement was called “CWP in the Major”).
4th Year: Students may take a studio to support their capstone or thesis projects.
After completing their 1st and 2nd year writing requirements (WRT 181 + a WEC course in any discipline), students should be able to read and analyze complex texts, synthesize information from a variety of sources, conduct research with discernment, and think critically. Additional learning outcomes include a demonstrated understanding of rhetorical situations, audience, genre, and writing processes. View a complete list of student learning outcomes (SLOs) for WRT 181 and WEC courses.
Students will apply for College Writing Proficiency (CWP), a graduation requirement,
after they have completed these 1st and 2nd year writing requirements. During the
call for applications (the dates will be announced and posted at the beginning of
each semester), students will submit a portfolio of their writing that includes approximately
10 pages of academic writing. The portfolios will be reviewed by Writing Program and
WEC faculty twice/year - January and June.
College Writing Proficiency (CWP) Criteria Instructions
College Writing Proficiency (CWP) at Goucher College (Revised October 4, 2018)
CWP is a requirement for graduation from Goucher. We expect students to be able to write at the college level in multiple disciplines, for multiple purposes. Students may apply for CWP after completing WRT 181 and a Writing Enriched Curriculum (WEC) course in any discipline.
Portfolios submitted for College Writing Proficiency (CWP) should include a minimum of two (2) writing samples for a total of ten (10) or more pages of writing. (The papers should be typed, double-spaced, with standard margins.) Your submissions must show your ability to use sources to take part in an academic conversation. No poetry or fiction should be submitted.
Submissions can come from across the curriculum and should present what you consider your best and/or most successful academic writing completed at Goucher. We want to see quality, not quantity. Your submissions, when examined as a whole, should demonstrate the CWP criteria listed below.
Crucially, your submissions should demonstrate your ability to find, evaluate, incorporate and document sources and should be thesis-driven and/or argumentative.
Please include a cover letter that introduces each submission, describing the assignment and discussing each piece's audience, genre, and purpose and how those factors affected your rhetorical choices in crafting the text.
Please label your digital portfolio folder with your full name and ID number and include the identifying information about both your WEC course and your WRT 181 course.
Proficient Portfolios will demonstrate the following Student Learning Outcomes:
- Develop strategies for drafting, reviewing and revising to improve (a) global issues with development, structure, voice, register and the quality of the evidence, analysis and/or argument purpose, audience, and genre and (b) local issues of precision and conformity to the conventions of Edited American English for the given purpose, audience, and genre.
- Choose an appropriate register for the given purpose, audience, and genre.
- Demonstrate rhetorical awareness and an awareness of different genres and discourse communities and their conventions, and write essays that reflect this understanding of transfer.
- Demonstrate an ability to develop a specific thesis, purpose, and/or focus that analyzes, argues, synthesizes, speculates, evaluates, and/or reflects (and does not merely report or summarize) for the given purpose, audience, and genre.
- Choose and implement effective organization strategies at the sentence, paragraph, and global levels for the given purpose, audience, and genre.
- Effectively develop their writing with substantial, convincing evidence from credible, appropriate sources for the given purpose, audience, genre and discourse community.
- Correctly employ appropriate citation and documentation (for example, MLA, APA or Chicago Manual Style) and employ correct use and appropriate amount of direct quotation, paraphrasing, and summarizing for the given purpose, audience, and genre.
- Find, analyze, interpret, evaluate and create multimodal texts for the given purpose, audience, and genre.