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Sample Writing Intensive Course

Pre-Course Work

Bolded items will be usable on return to in-person.

1. Decide on core learning outcomes – includes reduction of content as needed and clearly identifying competencies
   1. See Guidelines for upper-division writing courses
   2. Disciplinary-specific writing guides
2. Evaluate assessment modes – major assignments should be the same for in-person and remote courses
   1. Low-stakes and in-class writing can be transitioned to Canvas assignments and discussion boards
   2. Peer interactions, group work, and presentations can also be facilitated through Canvas or through Google Docs
3. Establish a plan for modules in Canvas
   1. Consider using one module per week to provide a weekly overview for students 
   2. Make assignments due on the same days each week (e.g., Tuesdays and Fridays)
4. Create shells for each module that can be customized for similar courses
5. Plan (and where needed develop) assignments “equivalent” to those in an in-person course
   1. Provide detailed instructions (e.g., record a video walking through a prompt, as you might explain and discuss a prompt in person)
   2. Ensure sufficient formative assignments that are worth little or no credit but that provide low-stakes learning opportunities (see “Evaluate assessment modes” above)
6. Determine grading scheme
   1. Main issue: ensure grading scheme is robust/flexible enough to handle challenges associated with remote teaching
   2. Recommended to avoid strict grading curves in remote learning
   3. Consider portfolio pedagogy, which emphasizes student reflection and wholistic evaluation

Work during the quarter

Bolded items translate to in-person course.

1. Schedule a weekly message that outlines the goals for the week and reminds students of key due dates. This can also be planned prior to the course and automated. (Can be a useful practice on return to in-person.)
   1. Recap previous weeks and lay groundwork for upcoming weeks and assignments
   2. Address common questions and issues to the class as a whole instead of writing individual emails or comments
2. Have synchronous sessions appropriate to the course 
   1. At least one “traditional” office hour a week
   2. Schedule one-on-one or group office hour appointments
   3. Encourage students to “meet” (via Zoom, Google Docs, etc.) to discuss group projects
3. Students complete assignments “equivalent” to those in an in-person course
   1. Provide feedback. Consider alternating between text-based comments (e.g., through Canvas, Turnitin, Microsoft Word, or Google Docs commenting features) and audio/video messages
   2. Assign peer review (can be done randomly through Canvas)
   3. Use online tools to foster class community and interaction

For more information, visit the Campus Writing & Communication Coordinator’s Faculty/Instructor Resources and the Center for Excellence in Writing & Communication’s Resources for Instructors webpages.