Writing Instruction in SAGES First and University Seminars
This document describes the writing expectations and outcomes, as well as the instructional support options available, for SAGES First and University seminars.
After you have had a chance to consider how you will integrate writing into your seminar, please complete the online Writing Support Request Form so that we may begin allocating appropriate instructional resources.
Writing Expectations | Recommended Writing Outcomes | Writing Support Requests
Writing Instruction Support Models | Writing Programs Contact Information
Writing Expectations for SAGES First and University Seminars
Students in First and University seminars should produce about 20-25 pages of finished writing (i.e., submitted for instructor review as opposed to “free writing” or independent journals) in a semester. Instructors should plan to devote significant instructional time to developing students' strategies for and practices of organization, revising, and editing of writing.
We recommend that students in First Seminar write 3-5 shorter papers, some of which should be evaluated over the course of several drafts in order to provide opportunities for directed revision. First Seminar instructors should instruct students to retain their work for the required First Seminar Writing Folder.
We recommend that students in University Seminars write at least 2 shorter papers and a longer argumentative paper (10-12 pages) that incorporates primary and secondary source material and that includes a bibliography. This longer paper may be enhanced by using the shorter assignments to develop portions of the longer, researched argument (e.g., summarizing key research findings; articulating counter arguments and contrary evidence; explaining the purpose of the research to a lay audience). Please Note: as part of their University Writing Requirement, all students are required to submit with their SAGES Writing Portfolio a research essay (10-12 pages in length) from a University seminar that integrates primary and secondary source material and that includes a bibliography.
Faculty and Writing Instructors should encourage students to retain electronic copies of all of their written work in SAGES in at least two locations (i.e., both on a local hard drive and on a University server).
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English Department Recommended Writing Outcomes for SAGES Seminars
See Also: SAGES Learning Outcomes
By the end of First Seminar, students should be able to:
- > Engage critically and considerately with the written ideas of peers.
- > Identify and summarize the main points of a published piece of writing supplied by the instructor.
- > Respond critically in writing to scholarly ideas from a variety of perspectives or positions.
- > Craft a specific question that can form the basis for sustained inquiry on a topic.
- > Identify representative University and University Circle resources to support writing projects.
- > Write in a consistent, clear, and grammatical personal voice.
- > Reflect critically on their own ideas.
- > Describe Case's Academic Integrity Policy.
- > Explain the role of and significance of differences among various citation formats (MLA, APA, Chicago, etc.).
- > Refine phrasing and ideas through directed revision.
By the end of a University Seminar, students should be able to:
- > Identify, summarize, and respond critically to an array of scholarly ideas and texts gathered through independent research.
- > Develop a focused, informed, and specific research question (appropriate to the topic of the course and to the context of a scholarly problem).
- > Define a scholarly position in a clear, grammatical voice that is characteristic of an academic community.
- > Draft persuasive and/or analytical arguments of appropriately delimited scope for a 10-12 page paper. These arguments should include strong and clear claims, appropriate presentation and interpretation of evidence, and substantial exploration of the warrants/backings that authorize them.
- > Cite consistently and comprehensively a variety of print and electronic resources using a citation format appropriate to the area of inquiry.
- > Demonstrate a facility with the sentence structures and rhetorical moves most common to academic writing.
- > Demonstrate a capacity for self-directed revision of writing for effective argumentation and for stylistic clarity.
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Writing Instruction Support Requests for SAGES Seminars
All student writers in SAGES courses are supported by the Writing Instructors who staff the Writing Resource Center (http://www.case.edu/writing/wrc). Students may make appointments at any time throughout the semester to discuss their writing at any stage of the process by visiting (http://www.casewconline.com). Faculty may arrange for individual consultations, workshops, and/or other writing instructional services by contacting the Director of the Writing Resource Center, Dr. Megan Swihart Jewell (369-3799, megan.jewell@case.edu).
As an Instructor in a SAGES First or University Seminar, you may choose to add an additional level of dedicated writing support for yourself and your students to your seminar. Writing Instructors are available to participate in your seminar as writing workshop leaders (providing periodic workshops during the semester), as writing consultants (providing regular workshops and attending approximately half of your classes), or as fully collaborative co-instructors (participating in all instructional activities). If you have taught in SAGES previously, please note that these models are new (though they have been developed from previous writing support models).
To request one of these dedicated writing support models for your students and/or for your own efforts in writing instruction, please complete the Writing Support Request Form for each First or University Seminar that you are teaching.
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Writing Instruction Support models
No Additional Writing Support I am comfortable supporting my students' writing myself. I will arrange for supplementary writing instruction as needed through the WRC.
This model includes:
- General availability of Writing Instructors from the Writing Resource Center for class visits;
- Writing Instructor availability for one-on-one consulting with students, upon student request;
- Writing Instructor availability for individual consultations with faculty about writing assignments, assignment sequencing, peer review, and writing assessment, upon request.
NB: Undergraduate Peer Writing Crew consultants are also available to courses for classroom visits and, upon student request, for individual tutoring sessions
Writing Workshop Model (2 hrs./week) I am comfortable supporting my students' writing, but I would like the WRC to provide a few writing workshops and to assign a single Writing Instructor to my course so that I may give my students that person's contact information.
This model includes:
- 3 in-class workshops, including one Writing Instructor-led peer review;
- 3 faculty consultations about writing assignments, assignment sequencing, peer review, and/or writing assessment;
- Writing Instructor attendance at first week of classes (to introduce him/herself to the students);
- Expectation that the Writing Instructor will serve as the consistent go-to person for students in the Writing Resource Center.
Writing Consultation Model (5 hrs./wk) I would like sustained writing consultation throughout the semester, including a Writing Instructor who attends and participates in approximately half of my class meetings and provides additional workshops and student feedback.
This model includes:
- 6 instructional hours/6 in-class workshops led by the Writing Instructor;
- Writing Instructor's attendance during the first week of the semester and once per week for the duration;
- Required individual meetings with students once per semester;
- Expectation of Writing Instructor consultation and input on all writing assignments;
- Review of sets of papers for stylistic and rhetorical features in preparation for workshops;
- Limited collaboration on assessment of writing (For example, Writing Instructor: Responds to initial paragraphs for all papers; or Shares fully in up to 50% of responses to one set of papers; or Leads peer review and assessment workshops for three sets of papers; or Shares fully in up to 50% of responses to a small subset of challenging student papers).
Collaborative Teaching Model (10 hrs/week) I would like to share instructional responsibility with a Writing Instructor. This includes all aspects of the course: from syllabus and assignment design through final assessment.
This model includes:
- One instructional hour per week (12 in-class workshops) from the Writing Instructor;
- Writing Instructor's attendance at all classes;
- Required individual meetings with students twice per semester;
- Expectation of consultation on all writing assignments;
- Full collaboration on assessment of writing (i.e., Writing Instructor and Faculty member share responsibility for responses to finished student writing - each contributes 50% of these responses).
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Writing Programs Contact Information
For additional information, questions, comments, and/or concerns, please contact one of the Writing Programs Faculty for assistance.
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