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Frequently Asked Questions

• What percentage of a student’s grade must come from writing assignments in a Writing in the Disciplines (WID) Course?

  At least 50% of the course grade must be based on writing assignments. This includes both formal and informal writing that is evaluated not just for mechanics, but also for content, critical thinking, and clarity. The remaining percentage may come from other assessments such as labs, presentations, participation, or exams.

• Is the 50% writing requirement the same for Writing Across the Curriculum (WAC) Courses?

  Yes. The emphasis is on writing assignments that assess students' ability to develop and support ideas, communicate clearly, and engage with content. While mechanics and revision are important, the focus should be on the development of ideas and clarity of expression.

• What is considered a formal writing assignment?

  A formal writing assignment typically has clearly defined format and content requirements, a specified length, and adherence to standard writing conventions (grammar, spelling, organization, etc.). These assignments often include opportunities for revision based on feedback.

• How do I evaluate informal writing assignments?

  Informal writing can include outlines, reading responses, planning documents, or other forms of exploratory or preparatory writing. These can be graded based on completion, engagement, or alignment with specific course goals. Clear expectations should be provided to students.

• Do I need to assign a 16- or 20-page paper to meet the writing requirement?

  No. The total number of pages submitted across the semester should add up to approximately 16–20 pages, including drafts and revisions. This can be achieved through multiple shorter assignments, informal writing, and at least one formal paper that includes revision.

• Can I meet the requirement using only informal writing assignments?

  No. While informal writing is encouraged, the course must include some formal assignments, including at least one that is revised and resubmitted. The balance between formal and informal writing should be clearly indicated in the syllabus.

• Can group writing projects count toward the writing requirement?

  Yes, group writing can be included, especially when it reflects real-world disciplinary practices. However, instructors must ensure that each student has the opportunity to be individually assessed on their writing. This can be supported through reflection pieces, individual contributions, or supplemental individual assignments.

• The guideline recommends a class size of 25 students or fewer. What if my course regularly exceeds that?

  The 25-student guideline is recommended to ensure adequate feedback on writing. If your course must exceed this number, you may still propose it as a writing course—just include a clear plan for how each student will receive individualized instruction and meaningful feedback. Justifications might include TA support, structured peer review, or extended timelines.

• What if my department can’t meet all of the writing course criteria?

  The Writing Committee understands that resources vary. Proposals that deviate from the guidelines are welcome, as long as they include clear justification and demonstrate how the course will still meet the intent of the criteria—namely, improving student writing through instruction, practice, feedback, and revision.

• Can two upper-division writing courses fulfill both writing requirements (#2 and #4)?

  No. Students must complete:

  • One course from the approved Writing Across the Curriculum Course list (requirement #2)

  • One course that fulfills the Writing in the Disciplines requirement in their major (requirement #4)

  These requirements are distinct. Upper-division courses may differ in focus and outcomes, and students should consult the catalog or their department for approved options. Students must complete the Writing Across the Curriculum designated writing course before attempting the Writing in the Disciplines designated writing course, unless exempted.