在地标学院写作

跨课程写作, 全国性的运动, is based on the belief that students will learn more and become better thinkers and communicators if they write consistently and repeatedly throughout their college courses.

跨课程写作 at Landmark College (WAC@LC) was created in 2019 and grew out of the work of the Landmark College Writing Project, a 4.该项目为期五年，由戴维斯教育基金会慷慨资助, 由斯坦顿和伊丽莎白·戴维斯在. Davis从Shaw's Supermarkets, Inc .董事长的职位上退休.

Our mission is to ensure that students in all degree programs have frequent and meaningful opportunities to write, 修改, 并讨论他们从大一到毕业期间的写作.

WAC@LC与学院的教职员工合作，加强和调整我们的写作教学方法, 赋值, 所有部门和各级别的评估.

我们提供持续的教师研讨会和咨询服务, 与学术支持服务部门合作, and create accessible resources for faculty and students with the goal of helping student writers become more effective and 自信.

有关Landmark College WAC的更多信息，请发送电子邮件 (电子邮件保护).

Landmark College的课程写作(WAC@LC):使命和目标声明

2022年4月，WAC@LC项目团队批准
学院参议院批准，2023年4月

任务

Landmark College的课程写作(WAC@LC) seeks to promote a college-wide culture in which the study of writing and the development of writing practices are understood to be valuable and essential for communication, 思考, 学习, 建设的意义, 完成目标, 培养对自我和他人的意识.

WAC@LC is grounded in the beliefs that writing and reading are interrelated and complementary activities and abilities, 大学生作为作家和读者的发展是持续的. 这一发展的责任由学院的全体教员共同承担, 跨越水平和学科/学位.

我们为对话提供资源和机会, 咨询, 并支持在课程中使用写作的教师, 感谢支持学生写作的工作人员, 学生们努力变得有效率, 自信, 以及在不同语境下灵活的写作者和读者. 

Central to our WAC mission is the belief that when students are given frequent opportunities for writing across the curriculum, 他们的思考更具批判性和创造性, 更深入地参与他们的学习, 并且能够更好地将他们所学的知识从一门课程转移到另一门课程, 上下文对上下文.

目标

In pursuit of this mission 跨课程写作 at Landmark College (WAC@LC) pursues the following goals:

• Promote the development and use of writing practices for both 学习 and communication across all levels and 学科 of the curriculum (“学习 to write” and “writing to learn”).
• Provide opportunities for faculty collaboration and ongoing professional development related to writing and reading pedagogy, 包括小组会议和个人咨询.
• 促进对贯穿所有写作任务的概念和原则的理解. 
• 为所有指定写作和在课堂上使用写作的教师创建和共享支持资源.
• 创建可访问的资源，以支持学生作为作家的持续成长, 读者, 和思想家.
• Advise and advocate for clearly articulated threads of writing practice and instruction across our curriculum, 学科, 和学位.
• 参与学生写作和阅读学习成果的评估.

Landmark College recognizes that writing is a complex and challenging cognitive process and one of the greatest academic difficulties for many of our students.

学生报名参加两门课程, 作为大学要求的一部分，大一新生的作文和修辞顺序是必需的.

额外的必修写作课程出现在大二, 初级, 大四那年, 取决于学生选择的学位课程.

Landmark College students benefit from working with experienced faculty in the classroom and office hours, 我们的德雷克学术支持中心(DCAS)提供额外的支持。. 一些作家受益于辅助技术来提高他们的写作产量, 有些人可能需要额外的时间来发展和实施一个成功的写作过程.

Landmark College writing faculty are guided by the principles listed below in all our work with students. 

1. 写作最好是一个个性化的、有策略的、递归的、灵活的、多阶段的过程.
    
2. All writing exists within a rhetorical situation; attention should be paid to the interrelationships of writer, 观众, 消息, 目的, 和流派.
    
3. 写作和阅读是相互联系和互补的活动和能力.
    
4. We differentiate between low-stakes preliminary stage writing and high-stakes completed drafts ready for submission and evaluation.
    
5. 写作产生思考，并允许在写作时发现. 作家在开始写作之前不必有完全形成的想法.
    
6. We appreciate the pedagogical role that formative evaluation and 反馈 play in a writer’s development, and we respond to students’ writing in ways that honor students’ strengths and are attuned to each student’s unique situation and abilities.
    
7. 最后期限政策应明确阐明，旨在鼓励迅速完成工作. These policies should also allow for appropriate flexibility to account for the different rates at which students develop effective writing habits and skills related to meeting deadlines.
    
8. 而我们重视正确性并教授编辑技巧, 我们相信好的写作具有更重要的基本品质, 比如清晰度, 焦点, 支持, 和一致性. We also recognize that a large body of re搜索 支持s the finding that de-contextualized grammar instruction has little effect on students’ abilities to write clear, 正确的散文.
    
9. 我们理解学生的写作能力, error-free sentences is contextual and may decrease when encountering 赋值s and ideas that are complex and cognitively challenging. Too much concern for correctness in early stages of a writing process may also inhibit a student’s ability to articulate complex ideas. 编辑最好留到写作过程的后期.
    
10. We do not edit or make corrections for students; instead we work with students to teach them how to become stronger editors of their own work.
     
11. 作为学习和培养思维能力的工具，写作并不一定要打分.
     
12. Summative evaluation is dependent on context and should be based on identified evaluation criteria and stated 学习 outcomes for any individual 赋值. 换句话说，并非所有作业都需要评估所有可能的写作要素.