2013 Four-Year Institution Survey

Switch to Advanced Search
Does your institution have an official writing program or department?
What is the institutional home of the writing program or department?
Does your institution have first-year writing?
Is first-year writing part of the writing program or department?
If not part of the writing program or department, what is the institutional home for first-year writing?
Does your institution have writing across the curriculum (WAC)?
Is WAC part of the writing program or department?
If not part of the writing program or department, what is the institutional home for WAC?
Does your institution have writing in the disciplines (WID)?
Is writing in the disciplines part of the writing program or department?
If not part of the writing program or department, what is the institutional home for writing in the disciplines?
Does your institution have an undergraduate writing major?
Is the undergraduate writing major part of the writing program or department?
If not part of the writing program or department, what is the institutional home for the undergraduate writing major?
Does your institution have an undergraduate writing minor?
Is the undergraduate writing minor part of the writing program or department?
If not part of the writing program or department, what is the institutional home for the undergraduate minor?
Does your institution have a graduate program in writing/rhetoric?
Is the graduate program part of the writing program or department?
If not part of the writing program or department, what is the institutional home for the graduate writing program?
Does your institution have a writing center or learning center with writing tutors?
Is the writing center part of the writing program or department?
If not part of the writing program or department, what is the institutional home for the writing center?
Does your institution have a basic writing program?
Is the basic writing program part of the writing program or department?
If not part of the writing program or department, what is the institutional home for the basic writing program?
Does your institution have a writing requirement?
What does the writing requirement at your institution consist of?
What other writing requirements does your institution have?
Are there curricular requirements that are not part of the writing requirement but that have writing as an explicit goal?
What curricular requirements have writing as an explicit goal?
Are there college-wide student writing goals?
Have the goals been influenced by the WPA Outcomes Statement?
How are the college-wide student writing goals assessed?
Who administers the college-wide assessment?
Who participates in the college-wide assessment?
Does your institution administer the National Survey of Student Engagement (NSSE)?
How does your writing program use the NSSE data?
Is your school part of the WPA/NSSE Consortium for the Study of Writing in College?
Have there been changes to the writing program or sites of writing at your institution in the past 10 years?
Were there changes to the writing requirement in the past 10 years?
Which changes have taken place in regards to the writing requirement?
Were there changes to the assessment of writing at your institution over the past 10 years?
Which changes have taken place in regards to assessment?
Were there any changes to the administrative structures of the writing program or the sites of writing over the past 10 years?
Which administrative structures of the writing program or the sites of writing changed?
Was the writing program changed in the past 10 years to expand or eliminate areas?
How did the writing program change?
Were there changes to the staffing of the writing program or center over the past 10 years?
Which changes to the staffing of the writing program or center have taken place over the past 10 years?
Were there any additional changes to the writing program or the sites of writing at your institution not already mentioned?
If there were any additional changes to the writing program or the sites of writing at your institution not already mentioned, please explain.
Do you foresee changes to the administrative, curricular, or support structures of the sites of writing at your institution over the next five years?
What type of changes to the administrative, curricular, or support structures of the sites of writing at your institution do you foresee in the next five years?
If you foresee changes to the administrative, curricular, or support structures of the sites of writing at your institution over the next five years feel free to explain.
First-year writing/English composition
Does your institution have a first-year writing requirement whether explicit or embedded?
How many semesters/courses of first-year writing are required?
By when must the second semester course be completed?
How would you describe your first-year writing requirement?
Does your institution allow students to place out of FYWS?
Does your institution allow students to place out of FYC?
Does your institution allow students to place out of FYS?
Does your institution allow students to place out of other first-year requirements?
What is your program's placement mechanism?
Does your institution accept transfer credit for FYWS?
Does your institution accept transfer credit for FYC?
Does your institution accept transfer credit for FYS?
Does your institution accept transfer credit for other first-year writing requirements?
Who approves transfer credit for FYW courses?
Are there explicit goals for FYWS?
Are there explicit goals for FYC?
Are there explicit goals for FYS?
Are there explicit goals for other first-year writing requirements?
Are FYWS goals informed by the WPA Outcomes Statement?
Are FYC goals informed by the WPA Outcomes Statement?
Are FYS goals informed by the WPA Outcomes Statement?
Are other first-year writing goals informed by the WPA Outcomes Statement?
How are the goals for FYW courses assessed?
Who participates in the assessment of the goals for FYW courses?
Curriculum
What is the content of the FYWS requirement? See Note 5.
What is the other content of the FYWS requirement?
What is the content of the FYC requirement? See Note 5.
What is the other content of the FYC requirement?
What is the content of the FYS requirement? See Note 5.
What is the other content of the FYS requirement?
What is the content of the other first-year requirement? See Note 5.
What is the other content of the other first year requirement?
Is there a common syllabus for FYWS courses?
Is there a common syllabus for FYC courses?
Is there a common syllabus for FYS courses?
Is there a common syllabus other first-year writing courses?
What is the enrollment cap for honors sections of FYWS?
What is the enrollment cap for honors sections of FYC?
What is the enrollment cap for honors sections of FYS?
What is the enrollment cap for honors sections of other types of FYW?
What is the enrollment cap for regular sections of FYWS?
What is the enrollment cap for regular sections of FYC?
What is the enrollment cap for regular sections of FYS?
What is the enrollment cap for regular sections of other types of FYW?
What is the enrollment cap for basic writing sections of FYWS?
What is the enrollment cap for basic writing sections of FYC?
What is the enrollment cap for basic writing sections of FYS?
What is the enrollment cap for basic writing sections of other types of FYW?
In the 2011-12 academic year, what percentage of FYWS courses were taught by: See Note 2a.
In the 2011-12 academic year, what percentage of FYC courses were taught by: See Note 2a.
In the 2011-12 academic year, what percentage of FYS courses were taught by: See Note 2a.
In the 2011-12 academic year, what percentage of other types of FYW courses were taught by: See Note 2a.
Is there faculty or professional development available for those teaching FYWS?
Is there faculty or professional development available for those teaching FYC?
Is there faculty or professional development available for those teaching FYS?
Is there faculty or professional development available for those teaching other first-year writing courses?
What form does the faculty development take for FYW faculty?
Do those attending faculty development for FYWS receive additional compensation?
Do those attending faculty development for FYC receive additional compensation?
Do those attending faculty development for FYS receive additional compensation?
Do those attending faculty development for other types of FYW receive additional compensation?
Does your institution identify students who may need additional writing support, including students whose primary language is not English?
How does the institution identify these students?
What types of supports are available to those students?
Does your institution have a formal basic writing program?
What percentage of the student body is placed into basic writing? See Note 4.
How are students placed into basic writing?
How do students exit basic writing?
Is there a director of basic writing?
What is the structure of the basic writing program? See Glossary for terms used.
How many levels of basic writing do you have?
What is the curriculum of the basic writing courses?
Is there support for English Language Learners (ELLs)?
Is support for ELLs separate from basic writing?
What type of supports are available for ELLs?
Does your institution offer ELL writing classes?
What percentage of the student body is placed into ELL writing courses? See Note 4.
How are students identified and/or placed into ELL writing courses?
What is the institutional home of the ELL writing courses?
Does your institution have a WAC program and/or writing requirement beyond the first year?
Does your institution require all students to take lower-division writing courses taught by the English or Writing department for students in other departments? Does not include the first-year writing requirement.
Does your institution require all students to take upper-division writing courses taught by the English or Writing department for students in other departments?
Does your institution require all students to take a mid-level writing course(s)?
How would you describe the mid-level course?
Does your institution require ALL students to complete a senior thesis or other writing-intensive capstone experience?
Is the senior thesis an explicit part of the college writing requirement?
Does the institution require some students to complete a senior thesis or other writing-intensive capstone experience? If so, what are the requirements?
Does your institution require all students to take writing-intensive (WI or W) courses taught by departments other than English or Writing?
How long has the WI requirement been in existence?
How many WI courses are required beyond the first-year requirement?
When do WI courses need to be completed?
Are there explicit goals for the WI courses?
Have the goals been influenced by the WPA Outcomes Statement?
What form of assessment takes place of the WI goals?
Who administers WAC assessment?
Who participates in WAC assessment?
What are the criteria for a WI course?
Who certifies that a course fulfills WI designation?
Are there incentives offered for faculty to teach a WI course?
Which incentives are offered to faculty to teach WI courses?
Is there professional development available for those teaching in the WAC Program?
What form does that faculty development take?
What other forms of faculty development exist?
If faculty attend a seminar or workshop, how are they compensated?
Does your institution have a writing major? See Note 3.
What areas of writing can students specialize in as part of the major?
In which department is the major housed?
Does your institution have a writing minor?
What areas of writing can students specialize in as part of the minor?
In which department is the minor housed?
Does your institution offer a masters degree (M.A.) in writing, other than creative writing?
In which department is the masters program housed?
Does your institution have a Ph.D. program in writing, other than creative writing?
In which department is the Ph.D. program housed?
Does the graduate coursework include a course on writing program administration?
Does the graduate coursework include a course on writing center studies?
Roughly how many graduate students in your program complete their Ph.D.s each year?
Does your institution have a writing center or learning center with writing tutors?
Is the writing center free-standing or part of another institutional unit?
If the writing center is not free-standing, what larger institutional unit is it a part of?
Where is the writing center located? Note: From this point on writing center refers to both free-standing and those located within another unit.
Is there a mission statement for the writing center?
Are there explicit goals for the writing center?
How are the goals assessed?
What services does the writing center offer?
What other services does the writing center offer?
How many face-to-face consultations were offered in the Fall of 2011? See Notes 2b & 4.
How many face-to-face consultations were offered in the Spring of 2012? See Notes 2b & 4.
How many face-to-face consultations were offered in the Summer of 2012? See Notes 2b & 4.
How many face-to-face consultations were conducted in the Fall of 2011? See Notes 2b & 4.
How many face-to-face consultations were conducted in the Spring of 2012? See Notes 2b & 4.
How many face-to-face consultations were conducted in the Summer of 2012? See Notes 2b & 4.
How many online consultations were offered in the Fall of 2011? See Notes 2b & 4.
How many online consultations were offered in the Spring of 2012? See Notes 2b & 4.
How many online consultations were offered in the Summer of 2012? See Notes 2b & 4.
How many online consultations were conducted in the Fall of 2011? See Notes 2b & 4.
How many online consultations were conducted in the Spring of 2012? See Note 2b & 4.
How many online consultations were conducted in the Summer of 2012? See Notes 2b & 4.
What percentage of the undergraduate student body had a writing center consultation during the 2011-12 academic year? See Notes 2a & 4.
Does your writing center work with graduate students?
How many writing center consultations did your center conduct with graduate students during the 2011-12 academic year? See Notes 2a & 4.
What percentage of the graduate student body had a writing center consultation during the 2011-12 academic year? See Notes 2a & 4.
What is the average length of a consultation or tutorial session offered?
Are some or all of your writing center consultants undergraduate students?
Are some or all of your writing center consultants graduate students?
Are some or all of your writing center consultants faculty who teach in the writing program?
Are some or all of your writing center consultants faculty who teach in other academic departments?
Are some or all of your writing center consultants professional tutors?
Are some or all of your writing center consultants volunteers?
Do you have others working as writing consultants?
During the fall of 2011, what percentage of the writing center consultants were undergraduate students? See Notes 2b & 4.
During the fall of 2011, what percentage of the writing center consultants were graduate students? See Notes 2b & 4.
During the fall of 2011, what percentage of the writing center consultants were faculty who teach in the writing program? See Notes 2b & 4.
During the fall of 2011, what percentage of the writing center consultants were faculty who teach in other academic departments? See Notes 2b & 4.
During the fall of 2011, what percentage of the writing center consultants were professional tutors? See Notes 2b & 4.
During the fall of 2011, what percentage of the writing center consultants were volunteers? See Notes 2b & 4.
During the fall of 2011, what percentage of the writing center consultants were other personnel? See Notes 2b & 4.
During the spring of 2012, what percentage of the writing center consultants were undergraduate students? See Notes 2b & 4.
During the spring of 2012, what percentage of the writing center consultants were graduate students? See Notes 2b & 4.
During the spring of 2012, what percentage of the writing center consultants were faculty who teach in the writing program? See Notes 2b & 4.
During the spring of 2012, what percentage of the writing center consultants were faculty who teach in other academic departments? See Notes 2b & 4.
During the spring of 2012, what percentage of the writing center consultants were professional tutors? See Notes 2b & 4.
During the spring of 2012, what percentage of the writing center consultants were volunteers? See Notes 2b & 4.
During the spring of 2012, what percentage of the writing center consultants were other writing personnel? See Notes 2b & 4.
How many consultants who worked in the writing center during the fall of 2011 were undergraduate students? See Notes 2b & 4.
How many consultants who worked in the writing center during the fall of 2011 were graduate students? See Notes 2b & 4.
How many consultants who worked in the writing center during the fall of 2011 were faculty who teach in the writing program? See Notes 2b & 4.
How many consultants who worked in the writing center during the fall of 2011 were faculty who teach in other academic departments? See Notes 2b & 4.
How many consultants who worked in the writing center during the fall of 2011 were professional tutors? See Notes 2b & 4.
How many consultants who worked in the writing center during the fall of 2011 were volunteers? See Notes 2b & 4.
How many consultants who worked in the writing center during the fall of 2011 were other personnel? See Notes 2b & 4.
How many consultants who worked in the writing center during the spring of 2012 were undergraduate students? See Notes 2b & 4.
How many consultants who worked in the writing center during the spring of 2012 were graduate students? See Notes 2b & 4.
How many consultants who worked in the writing center during the spring of 2012 were faculty who teach in the writing program? See Notes 2b & 4.
How many consultants who worked in the writing center during the spring of 2012 were faculty who teach in other academic departments? See Notes 2b & 4.
How many consultants who worked in the writing center during the spring of 2012 were professional tutors? See Notes 2b & 4.
How many consultants who worked in the writing center during the spring of 2012 were volunteers? See Notes 2b & 4.
How many consultants who worked in the writing center during the spring of 2012 were other personnel? See Notes 2b & 4.
How are consultants working in the writing center initally trained?
What on-going professional development opportunities are offered for consultants working in the writing center?
How are consultants working in the writing center compensated?
Does your institution have a writing fellows (course-based peer tutoring) program?
How old is the writing fellows program?
How is the writing fellows program funded?
Do the writing fellows work both as fellows and in the writing center?
If two separate groups, how are they staffed?
Do the writing fellows regularly attend the class they are assigned to work with?
On average, how many students does each writing fellow work with for a course?
How are the writing fellows compensated?
Who has primary responsibility for administering first-year writing requirement?
How is the FYWD position classified?
Where does the FYWD's tenure line reside?
To whom does the FYWD report?
Was the FYWD director hired for this position?
If the FYWD director was not hired for this position, how did he/she assume these responsibilities?
Are there others who help to administer the FYW program?
If others help to administer the FYW program, how many?
Who has primary responsibility for administering the WAC program?
How is the WAC director position classified?
Where does the WAC director's tenure line reside?
To whom does the WAC director report?
Was the WAC director hired for this position?
If the WAC director was not hired for this position, how did he/she assume these responsibilities?
Are there others who help to administer the WAC program?
If others help to administer the WAC program, how many?
Who has primary responsibility for administering the writing center?
How is the WCD or LCD position classified?
Where does the WCD or LCD's tenure line reside?
To whom does the WCD or LCD report?
Was the WCD or LCD director hired for this position?
If the WCD or LCD director was not hired for this position, how did he/she assume these responsibilities?
Are there others who help to administer the writing center?
If others help to administer the writing center, how many?
How is the solo writing administrator position classified?
Where does the solo writing administrator's tenure line reside?
To whom does the solo writing administrator report?
Was the solo writing administrator hired for this position?
If the solo writing administrator was not hired for this position, how did he/she assume these responsibilities?
Are there others who help the solo writing administrator to administer the various sites of writing?
If others help the solo writing administrator, how many?
What is the teaching load for writing administrators?
What are the job responsibilities for writing administrators?
Do you direct or administer first-year writing?
For how many years have you directed or administered first-year writing?
Do you direct writing across the curriculum (WAC)?
For how many years have you directed writing across the curriculum (WAC)?
Do you direct writing in the disciplines (WID)?
For how many years have you directed writing in the disciplines (WID)?
Do you direct a hybrid WAC/WID program?
For how many years have you directed a hybrid WAC/WID program?
Do you direct an undergraduate major?
For how many years have you directed an undergraduate major?
Do you direct an undergraduate minor?
For how many years have you directed an undergraduate minor?
Do you direct a graduate program in writing?
For how many years have you directed a graduate program in writing?
Do you direct the writing center?
For how many years have you directed the writing center?
Do you direct a writing fellows program?
For how many years have you directed the writing fellows program?
Do you direct basic writing?
For how many years have you directed basic writing?
What is your educational level?
In what academic discipline?
What is your age?
Is English your native language?
With which racial groups and ethnic groups do you identify?
Do you identify as disabled?
What is your gender?
Do you identify as LBGTQ?
What is your annual salary?
Do you receive additional compensation or release time for directing a site of writing?
What is the compensation?

What is the other content of the FYC requirement? (n=143)

Previous QuestionNext Question

Results

Results
  • 1. Use strategies for writing as a process. 2. Apply appropriate rhetorical conventions in diverse genres. 3. Compose effectively in multiple media. 4. Conduct inquiry-based research. 5. Engage critically in reflexive writing practice.
  • rhetoric and argument
  • rhetorical situations
  • rhetorical awareness
  • rhetorical approach to argument
  • rhetorical analysis, argument analysis, argument and researched argument. Reading material varies but is non-fiction based.
  • Rhetorical Analysis and Research-Based Argument (via a thematic focus)
  • rhetorical analyses
  • rhetoric-based genre approach in first term; inquiry-based approach in second term
  • Rhetoric, writing, research, and reflection
  • rhetoric, writing process, technologies of/for writing
  • rhetoric, genres, argument
  • rhetoric, argument, and genre theory
  • rhetoric and writing is the content of our first course; critical reading and writing is the content of the second.
  • Rhetoric and Argument, Critical Reading, Community-based Composition
  • rhetoric (8 responses)
  • Rhetorically focused, argument, persuasion
  • research/information literacy
  • research writing
  • research paper, textual analysis, rhetoric
  • research instruction
  • research emphasis
  • research and argumentation, primarily
  • research
  • public speaking
  • process and self-reflection
  • process (2 responses)
  • Personal Essay Engl 111/ Academic Writing ENGL 112
  • our course is process-based and focuses on the essay, broadly defined (literary, scholarly, personal, journalistic, etc); themes are not required but many professors use themes,
  • No common syllabus for composition sections.
  • metacognition; formative assessment
  • rhetorically based (i.e. writing to persuade, writing to evaluate, etc.)
  • service-learning
  • Many approaches, depending on the English faculty.
  • varies by instructor
  • writing process, rhetorical analysis, rhetoric and argument
  • writing in the disciplines
  • Writing assignments that promote the development of academic discourse, that is, argumentative and persuasive writing.
  • writing as inquiry (2 responses)
  • writing
  • WID (discipline-based)
  • While a WAC element is strongly encouraged, GTRAs and faculty have room to roam.
  • Whatever the instructor decides.
  • We have tried to emphasize having faculty develop curriculum based on overall program values and course goals. Each section of FYC uses a trade book or course reader, so there is some thematic content as a result. Some instructors incorporate some writing-about-writing.
  • We have course templates with held-in-common learning outcomes; however, individual faculty create the paper assignments to meet the learning outcomes. All syllabi are checked for meeting template requirements. One course, however, that is a special "WID" course embedded in FYC has less freedom for professors to create paper assignments. One FYC course has sustainability as a theme. In general, writing courses are meant to prepare students for writing in disciplines other than English.
  • We generally let faculty pursue broadly described learning objectives using whatever content they're comfortable with, but I'd describe these as common program emphases.
  • We follow a "writing for transfer" model
  • varies widely based on instructor
  • This can be inferred from our objectives. Briefly, Comp I introduces academic writing practices using a thematic reader, and Comp II reinforces the work of Comp I with the addition of work on argument and research.
  • SKILLS-BASED WRITING
  • themes are often dependent upon whether course is part of a Learning Community link
  • The outcomes of the course are standard. Instructors use various materials in leading sections.
  • The master syllabus guides much of the course, but ind profs can emphasize what they like.
  • The English program has no across-the-board content for FYC except the signature writing assignment required by the WAC program.
  • The course takes a rhetorical approach--each assignment asks students to tailor writing to different purposes, readers, and contexts.
  • The content varies based on instructors' fields. All sections of FYC scaffold 3 essay assignments that students work on in drafts, and instructors use a common language to takl about the structure of academic writing.
  • The content of First year writing changes depending on if the course is being taught by Tenure Track Faculty or Writing Instructors, who teach genres/modes consistently.
  • The content differs from instructor to instructor. Some use themes, some use writing-about-writing, and some use topic-based approaches, but there's no requirement to do any of those things.
  • The catch is that students must receive more writing instruction than content instruction
  • Texts about classical rhetoric
  • summary, critique, guided research paper
  • study of expectations for writing in different sites - so sort of WAW, but not quite.
  • strong rhetorical focus
  • some content varies by instructor
  • mechanics and style
  • liberal arts
  • 1102--extended inquiry project/multimodla/genre stduies
  • Argumentation and inquiry.
  • custom based reader of a range of essays that can be sequenced for joing a conversation; some WAW, some V isual texts
  • cultural studies
  • Cultural diversity
  • critical thinking and writing
  • critical thinking and research-based writing
  • critical reading/thinking/response
  • critical reading, writing, analysis, research
  • contextual learning is emphasized, encouraging students to develop broad cultural and critical perspectives on social issues.
  • Comp I: argument/process as of 2012. Previously modes. There is probably some residue of that history still happening in classrooms. Comp II literature based until 2009. Now WAC/WID curriculum, although there remain pockets of lit-centric teaching in Comp II.
  • chosen by teacher
  • Argumentative writing based on critical reading
  • argumentative multimodal composition
  • argumentation on civic issues
  • argumentation
  • depends on the course - We have two courses that meet the FYC requirement. The accelerated version is one semester argument-based. The stretch (two-semester sequence) allows for more genres than the academic essay
  • argument/rhetoric
  • argument-based rhetorical complexity
  • argument, "real world" genres
  • Argument based, generally using definition, causal, evaluation and proposal approaches to essays. Each instructor chooses a theme through which to explore reading and writing these arguments.To elaborate on your next question, we use a syllabus template which spells out learning goals, including recommended number of drafts, workshops and essays.Using these goals, instructors are free to write their syllabi to fit their theme.
  • argument and rhetotical analysis
  • argument and research
  • argument and inquiry
  • analysis/research 1001, argument/research 2000, some themed
  • analysis and argumentation really drives the curriculum, ALA UTexas model
  • analysis and argument
  • Academic research focus
  • academic literacy; public literacy
  • A theme may include writing-about-writing.
  • A review of grammar, sentence structure, rhetorical modes of writing, research and documentation
  • Depends on instructor. there are set outcomes but courses vary widely depending on instructor
  • depends on the professor: primarily focused topically and on writing and revision processes
  • It's an expository writing class. Some of the courses are theme-based, and most focus on non-fiction readings. However, faculty can choose any texts they like for the course, and many include some literature in the course.
  • great books
  • It varies by faculty member.
  • It is emphatically a course on Writing the Essay.
  • integration with the whole Core Curriculum. Rhetorical concepts and situations.
  • instructors choose, but we are looking for more consistency
  • Instructor discretion; course must meet outcomes.
  • inquiry-based projects
  • inquiry-based
  • information literacy (2 responses)
  • Individual instructors determine. Writing is always the content and the activity.
  • Indivial instructors determine content.
  • in response to essays in the text
  • I'm troubled by "genres/modes" above. We do rhetorical genre, but NOT traditional modes.
  • I suppose "genres" comes close, but I refuse to check a box that has "modes" included in it. As long as instructors' syllabi meet our learning goals, they may choose a theme or a WAW focus if they wish.
  • Heavily dependent on individual faculty member. The instructors seem to have great variety in what and how they teach, even though there are common goals.
  • grammar and mechanics
  • determined by the professor
  • Grammar (2 responses)
  • genres and sustainability. I can't link genres and modes together, please!!
  • genres (not modes) combined with an emphasis on undergraduate research
  • Genres
  • Freshman book, career-related expository writing
  • first semester focuses on summary, analysis and argument; second semester focuses on scholarly resources through a review of literature and literary criticism
  • Faculty choose assignments and texts appropriate for common student learning outcomes
  • expository essays based on themed readers
  • essays; argument
  • empahsis on nonfiction public and academic arguments
  • EH 101 focuses on rhetorical analysis and critical reading, and uses an assignment sequence that was designed to draw analogies to genres of analytical writing students will encounter within and beyond the university. EH 102 focuses on argumentation, but challenges students to develop both academic and public arguments using a variety of genres and mediums, including multi-modal composing.
  • digital media
  • Different professors can assign different readings and papers as long as the section conforms to the goals of the course as a whole.
  • developing Writing Research Skills
  • writing with sources

Basic filters may be applied to this question; advanced filters are unavailable.