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ERIC Number: ED361730
Record Type: Non-Journal
Publication Date: 1993-Mar
Pages: 21
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Denial, Conflagration, Pride: Three Stages in the Development of an Advanced Writing Requirement.
Loux, Ann Kimble; Stoddart, Rebecca
General satisfaction with the achievements of an introductory writing-across-the-discipline program led faculty of Saint Mary's College (Indiana) to believe students were capable of sustaining comparable progress in their majors. Subsequently, the faculty spent between three and four years working out procedures for a new advanced writing requirement for graduation. Because portfolios had proved successful in introductory writing courses, teachers of majors' courses decided to use a similar collection and review process for advanced writing. The faculty of each department developed their own criteria for advanced writing, with only general models and advice from writing program directors. The summer before beginning gradual implementation, responses to a questionnaire revealed that a number of faculty expected that advanced writing would not affect the major, a "denial" response which indicated they were unwilling or unable to conceptualize integrating writing assignments and content. During the second year both faculty and student frustration with the new requirement reached its height--the "conflagration" stage had set in. Many faculty were overwhelmed by a sense of inadequacy and despair. The most common objection was the complaint that teaching writing took too much time and the results were not worth it. Finally, in its third year, the requirement began to develop "ego strength," arising in large part from thorough groundwork and from trust and responsibility. Portfolio reviews became more pleasurable than painful, in many cases occasions of pride for both teacher and student. By graduation in 1992 there was a pervasive sense among faculty that student writing had improved substantially during the previous three years and that this improvement was a direct result of the advanced writing requirement. (NH)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A