Writing-Intensive : Becoming W-Faculty in a New Writing Curriculum.

Intro -- CONTENTS -- Acknowledgements -- Foreword -- Prologue -- Introduction -- 1 Forty Years On: An Old Mission in a New Context -- 2 Criteria for Writing-Intensive Courses: Rules or Reasons? -- 3 In Defense of Stumbling: The Map is Not the Territory -- 4 What Happened in This Course? Reflections from Three Perspectives -- 5 Taking a Genre Approach to Teaching Writing: The Consulting, Collaborative Process -- 6 Voices of Experience: Reflections from the W-Faculty -- 7 The Institutional Context: How is it Helping or Hindering the Writing Curriculum Initiative? A Faculty Forum -- 8 Through Transition in Search of Stability -- Epilogue -- Appendix 1: A Proposal for the Development of Undergraduate Writing-Intensive Courses at Simon Fraser University -- Appendix 2 Pre-Course Questionnaire -- Appendix 3 In-class Memo Assignment and Peer Review Guide -- Appendix 4 Econ 355 Assignment Questions Summary -- Appendix 5 Survey Data from Third Year W-Course -- Appendix 6 Categories for Analyzing Students' Written Responses -- Appendix 7 Questions for structured interviews -- Appendix 8 Arts Faculty Survey -- Appendix 9 Post-course Questionnaire -- Appendix 10 CWIL Mandate -- Appendix 11 Constitution for the Proposed Schedule A centre -- Appendix 12 Stages of Writing Program Development -- References -- Index.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.