OhioLINK History of Philosophy Website
This document provides information concerning the nature of Writing Intensive Courses at Kent State University, their specific role in the Philosophy curriculum at Kent State, and a bibliography of sources related to writing-intensive course curriculum construction.
By action of the Educational Policies Council, the Faculty Senate, the President, and the Board of Trustees, Kent State University has established a graduation requirement for all undergraduate students to earn credit for at least one writing intensive course beginning with students who are subject to the 1992-93 Undergraduate Catalog. The Following Paragraphs explain further implementation of this requirement.
The Writing Intensive Course graduation requirement becomes effective with the entering class of Fall 1992. Continuing or transfer students with 31 or fewer hours of credit as of Fall 1992 who are subject to the 1992-1993 catalog will be required to pass at least one upper-division course described as "Writing Intensive" with a grad of "C" or better. Continuing or transfer students with 32 or more hours of credit as of Fall 1992 who are subject to the requirements of the 1992-1993 catalog will have the Writing Intensive Course requirement waived. All students subject to the 1993-1994 or later catalog are responsible for completing the Writing Intensive Course requirement.
In order to be considered writing-intensive, a course must be upper-division and designed, at least in part, to help students become effective writers in a specific discipline. There must be a substantial amount of writing; at least one of the assignments must provide students with an opportunity for guided revision before grading occurs; and the grade in the course must reflect the student's writing performance. Normally, a Writing Intensive Course is a content course, rather than a course in writing as a basic skill.
The Writing Intensive Course is not intended as an additional requirement, but as a redesignation of a course already included in a major. A student may use a Writing Intensive Course in another discipline to fulfill the requirement if permitted by the department/school of his or her major.
Not all sections of courses approved by the EPC Subcommittee on Writing must be offered as Writing Intensive; rather, Departments will designate sections of such courses as Writing Intensive in the Schedule of Classes. These sections will be marked with a "W" and limited in size. This mark will allow Writing Intensive courses to be noted in students' records.
Departments will be required to schedule Writing Intensive Courses beginning with the Fall 1993 semester. Nomination and supportive material for Writing Intensive courses will be due by December 15, 1991. Materials to be submitted are a current Basic Data Sheet and the Writing Intensive Course Information Form about writing expectations and assignments attached to this note.
There are a minimum of 3 macro projects with at least 2 micro exercises preceding each macro project. At least 2 of the macro projects must be selected from the following types:
Micro exercises consist of an open-ended disjunction of the following disjuncts:
The writing exercises are regarded as a way of enhancing the learning and appreciation of course content.
The provision of micro exercises preceding macro projects is a device for preparing to write and is a form of guided rewriting. Additionally, the second macro project is designed as the one for which the full written project is submitted for the instructors' reading to give guides for rewriting. The rewritten paper is the graded one.
At least 10% of the grade for each micro exercise will be awarded on the basis of the quality of the final project as a piece of written work, considering surface and structural elements, clarity, felicity, and strength of argument and other sequencing devices. For selected macro exercises, a similar grading scheme will be employed. Some micro exercises will be ungraded projects. Since a major will take at least four of the writing-intensive courses, let it be explicitly stated here that a C grade in at least one of these courses be obtained in order to meet the University requirements for writing-intensive courses. Each Intensive Writing Course will as part of the Intensive Writing reading efforts of the course use computers in a more or less intense fashion as part of the course and depending on the special interests and capacities of the instructor.
This is one of eight writing intensive courses. At least two per semester will be offered in any non-summer semester. This particular writing-intensive course will be offered once every third, or at least every fourth, semester.
Class size will at most equal 20-25 students.
PHILOSOPHY
Bedau, Hugo. Thinking and Writing About Philosophy. Bedford Books of St. Martin's Press, 1996.
Cunningham, F. J. "Writing Philosophy: Sequential Esays and Objective Test." College Composition and Communication, 36 (1985): 166-72.
Martinich, A.P. Philosophical Writing: An Introduction Blackwell Publishing, 1996.
North, S.M. "Writing in a Philosophy Class: Three Case Studies." Research in the Teaching of English, 20 (1986): 225-262.
Seech, Zachery. Writing Philosophy Papers. Wadsworth Publishing, 1993.
Soccio, Douglas J. How to Get the Most Out of Philosophy, 2nd edition. Wadsworth Publishing, 1995.
Walzer, Arthur E. & Gross, Alan. "Positivists, Postmodernists, Aristotelians, and The Challenger Disaster." College English, 56, 4 (1994): 42-23.
Woodhouse, Mark B. A Preface to Philosophy, 5th edition. Wadsworth Publishing, 1994.
HUMANITIES
Duke, C.R. "Integrating Reading, Writing, and Thinking Skills Into the Music Class." Journal of Reading, 31 (1987): 151-57.
Morocco, G. & Soven, M. "Writing Across the Curriculum in the Foreign Language Class: Developing a New Pedagogy." Hispania, 73 (1990): 845-49.
Rico, G.L. "Deadalus and Icarus Within: The Literature/Art/Writing Connection." English Journal, 78 (1989): 14-23.
Rosengramt, S.F. "A Hierarchy of Russian Writing Assignments," Foreign Language Annals, 18 (1985): 487-496.
Schultz, J.M. "Writing Mode in the Articulation of Language and Literature Classes: Theory and Practice." Modern Language Journal, 75 (1991): 411-417.
Schultz, J.M. "Mapping and Cognitive Development in the Teaching of Foreign Language Writing." French Review, 64 (1991): 978-988.
Smith, G.L. "Writing from Inside the Text." CEA Forum, 13 (1983): 27-30.
Weber, B.M. "German Composition Through Letter Writing." Die Unterrichtspraxis, 15 (1982): 224-231.
BUSINESS AND ECONOMICS
Field, W.J., & Others. "Alternative Ways to Teach and Learn Economics: Writing, Quantitative Reasoning, and Oral Communication." Journal of Economic Education, 16, 3 (1985): 213-17.
Henry, L.H. "Clustering: Writing (And Learning) about Economics." College Teaching, 34, 3 (1986): 89-93.
Kryder, L.A.G. "Project Administration Techniques for Successful Classroom Collaborative Writing." Bulletin of the Association for Business Communication, 54 (1991): 65-66.
Laufer, D. & Crosser, R. "The "Writing-Across-The-Curriculum" Concept in Accounting and Tax Courses." Journal of Education for Business, 66 (1990): 83-87.
Manzer, John P. "Writing Strategies for Basic Business and Economics." Business Education Forum, 45, 5 (1991): 43-45.
Morton, G.W. "The Research Proposal: A Necessary Assignment in the Business Writing Class." Bulletin of the Association for Business Communication, 49 (1986): 48-51.
Parry, S.E. "Using Foreign Investment to Structure Assignments for a Business Communications Class." Bulletin of the Association for Business Communiciation, 50 (1987): 28-30.
Stout, D.E. et al. "Writing Across the Disciplines: Applications to the Accounting Classroom." Bulletin of the Association for Business Communication, 53 (1990): 10-16.
EDUCATION
Coleman, E.B. "Writing to Learn, Writing to Think in a Computer Course for Preservice Teachers." Journal of Computing in Teacher Education, 8 (1992): 4-9.
Florio Ruane, S. & Lensmire, T.J. "Transforming Future Teachers' Ideas about Writing Instruction." Journal of Curriculum Studies, 22 (1990): 277-289.
Nolen, P.A. et al. "Ensuring Tomorrow's Literacy: A Shared Responsibility." Journal of Teacher Education, 41 (1990): 63-72.
MATHEMATICS
Borasi, R. & Rose, B.J. "Journal Writing and Mathematics Instruction." Educational Studies in Mathematics, 20 (1989): 347-365.
House, Peggy A. & Coxford, Arthur F. Connecting Mathematics Across the Curriculum. National Council of Teachers of Mathematics, 1995.
Keith, S.Z. "Explorative Writing and Learning Mathematics." Mathematics Teacher, 81 (1988): 714-719.
Nahrgang, C.L. & Petersen, B.T. "Using Writing to Learn Mathematics." Mathematics Teacher, 79 (1986): 461-465.
Turner, J.A. "Math Professors Turn to Writing to Help Students Master Concepts of Calculus and Combinatorics." Chronicle of Higher Education, 35 (1989): A1,14.
NURSING
Allen, D.G., Bowers, B., & Diekelmann, N. "Writing to Learn: A Reconceptualization of Thinking and Writing in the Nursing Curriculum." Journal of Nursing Education, 28 (1989): 6-11.
Pinkava, B.P. & Haviland, C.P. "Teaching Writing and Thinking Skills." Nursing Outlook, 32 (1984): 270-272.
Sobralske, M.D. "Writing in the Disciplines: A Nursing Faculty Perspective." Nurse Educator, 15 (1990): 11-14.
SCIENCES
Atkinson, G.F. "Writing among Other Skills." Journal of Chemical Education, 63 (1986): 337-338.
Baker, R. "Raising the Titanic." Physics Teacher, 28 (1990): 597-598.
Cannon, R.E. "Experiments with Writing to Teach Microbiology. American Biology Teacher, 52 (1990); 156-158.
Feldman, R.M. & Schloman, B.F. "Preparation of Term Papers Based upon a Research-Process Model." Journal of Geological Education, 38 (1990): 393-398.
Macdonald, R.H. & Purdy, R.A. "Description and Evaluation of a Short Writing Assignment in Historical Geology." Journal of Geological Education, 37 (1989): 117-120.
Mullin, W.J. "Writing in Physics." Physics Teacher, 27 (1989): 342-347.
Olmsted, J.I. "Teaching Varied Technical Writing Styles in the Upper Division Laboratory." Journal of Chemical Education, 61 (1984): 798-800.
Powell, A. "A Chemist's View of Writing, Reading, and Thinking Across the Curriculum." College Composition and Communication, 36 (1985): 414-418.
Rosenthal, L.C. "Writing Across the Curriculum: Chemistry Lab Reports." Journal of Chemical Education, 64 (1987): 996-998.
Thall, E. & Bays, G. "Utilizing Ungraded Writing in the Chemistry Classroom." Journal of Chemical Education, 66 (1989): 662-663.
Tinker, J. RJ. "Technical Writing in Hydrogeology." Journal of Geological Education, 34 (1986): 25-27.
SOCIAL SCIENCES
Boice, R. "Faculty Resistance to Writing-Intensive Courses. Special Issue: Psychologists Teach Writing." Teaching of Psychology, 17(1) (1990): 13-17.
Brown, B.E. "Current Trends in Teaching Written Composition." Communication Quarterly, 30 (1982): 296-303.
Henry, D. & Sharp, HJ. "Thematic Approaches to Teaching Rhetorical Criticism." Communication Education, 38 (1989): 197-204.
Hettich, P. "Journal Writing: Old Fare or Nouvelle Cuisine? Special Issue: Psychologists Teach Writing." Teaching of Psychology, 17(1) (1990): 36-39.
Mader, D.C. "Speech: An Approach to Teaching Writing." Journal of Teaching Writing, 4 (1985): 254-263.
Medhurst, M.J. "Rhetorical Criticism: Forensic Communication in the Written Mode." Communication Education, 38 (1989): 205-213.
Price, D.W. "A Model for Reading and Writing about Primary Sources: The Case of Introductory Psychology. Special Issue: Psychologists Teach Writing." Teaching of Psychology, 17(1) (1990): 48-53.
Taylor, W.M. Political Science 202: International Relations, Writing Assignments. 33 p. (1987): (ERIC Document Reproduction Service No. Ed 284 626).
GENERAL RESOURCES ON COLLEGE WRITING
Anson, C.M. (Ed.) Writing and Response: Theory, Practice and Research. National Council of Teachers of English. 1989.
Anson, Chris M., Schwiebert, John E., & Williamson, Michael M. Writing Across the Curriculum: An Annotated Bibliography. Greenwood Press, 1995.
Bean,, John C. Form and Surprise in Composition: Writing and Thinking Across the Curriculum. Macmillan, 1986.
__________, Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking and Active Learning in the Classroom. Jossey-Bass, 1996.
Belanoff, P., & Dixon, M. Portfolios: Process and Product. Boynton/Cook Publishers, 1991.
Bullock, R., & Trimbur, J., eds. The Politics of Writing Instruction: Postsecondary. Boynton/Cook Publishers, 1991.
Butsch, Richard A. Fields of Vision: A Coherent Approach to Writing As Process Across the Curriculum. Kendall/Hunt, 1991.
Chilver, Peter. Learning and Language in the Classroom: Discursive Talking and Writing Across the Curriculum. Pergamon Press, 1982.
Connors, Robert J. The St. Martin's Guide to Teaching Writing, 3rd edition. St. Martin's Press, 1995.
Fulwiler, Toby and Young, Art. Programs that Work: Models and Methods for Writing Across the Curriculum. Boynton/Cook Publishers, 1990.
Fulwiler, T. College Writing: A Personal Approach to Academic Writing. Boynton/Cook Publishers, 1991.
Herrington, Anne and Moran, Charles, eds. Writing, Teaching, and Learning in The Disciplines. Modern Language Association of America, 1992.
Hilgers, Thomas L. et al. "Doing More than 'Thinning Out the Hers': How Eighty-Two College Seniors Perceived Writing Intensive Classes." Research in the Teacing of English, 29, 1 (1995): 58-87.
Hillocks, George. Teaching writing as Reflective Practice. Teachers College Press, 1995.
Hubbuch, Susan M. Writing Research Papers Across the Curriculum. Holt Rhinehart, and Winston, 1985.
Hult, Christine A. Reserch and Writing: Across the Curriculum. Allyn and Bacon, 1995.
Hunter, Susan and Wallace, Ray, eds. The Place of Grammar in Writing Instruction: Past, Present, Future. Boynton/Cook Publishers, 1995.
Huot, Brian. Assessing Writing Across the Curriculum. Ablex Publishing, 1997.
Lutzker, Marilyn. Research Projects for College Students: What to Write Across the Curriculum. Greenwood Press, 1995.
Manzo, Anthony V. Content Area Literacy: Interactive Teaching For Active Learning. 2nd edition. Merrill, 1997.
McLeod, Susan H, ed. Strengthening Programs for Writing Across the Curriculum. Jossey- Bass, 1988.
McLeod, S.H. (Ed.) Strengthening programs for writing across the curriculum. Jossey- Bass, 1988.
McLeod, Susan H. and Soven, Margot, eds. Writing Across the Curriculum: A Guide to Developing Programs. Sage Publications, 1992.
Moffett, James. Active Voice: A Writing Program Across the Curriculum. Boynton/Cook Publishers, 1981.
Padak, Nancy, Rasinski, Timothy V. and Logan, John, eds. Literacy Research and Practice: Foundations for the Year 2000. College Reading Association, 1992.
Petraglia, Joseph, ed. Reconceiving Writing, Rethinking Writing Instruction. L. Erlbaum Associates, 1995.
Shaughnessy, M.P. Errors and expectations. Oxford University Press, 1977.
Sheridan, Jean. Writing-Across-the-Curriculum and the Academic Library: A Guide for Librarians, Instructors, and Writing Program Directors. Greenwood Press, 1995.
Thaiss, Christopher, ed. Writing to Learn Essays and Reflections on Writing Across the Curriculum. Kendall Hunt Publishing, 1983.
Walvoord, B.E. & McCarthy, L.P. Thinking of Writing in College: A Naturalistic Study of Students in Four Disciplines. National Council of Teachers of English, 1990.
White, E.M. Developing Successful College Writing Programs. Jossey-Bass, 1989
White, Edward M. Assessing, Responding, Evaluating: A Writing Teacher's Guide. St. Martin's Press, 1995.
White, Edward M., Lutz, William D., and Kamuskiri. Assessment of Writing: Politics, Policies, and Practices. Mondern Languages Association of American, 1996.
Wiley, Mark, Gleason, Barbara, and Phelps, Louise Wetherbee, eds. Composition in Four Keys: Inquiring into the Field: Art, Nature, Science, Politics. Mayfield Publishing, 1996.
[ Return to the OhioLINK History of Philosophy Homepage ]
KSU Department of Philosophy
This page was last modified Fri 9 Jul 1999 at 21:40:43 EDT.