WAC Assessment

Program Goals:

Student development (Writing Center):

--to expand Writing Center services to any and all students, including both undergraduate and graduate students, distance learners, and second-language learners

---to promote Writing Center services to all stakeholders on campus

--to become increasingly attuned to the service needs of students and their instructors

--to provide writing consultations to students that students and their instructors find helpful to fostering improvement in the students as writers

Instructor development:

--to provide useful crossdisciplinary workshops on WAC topics to all instructors interested in enhancing the use of student writing in their classes (The workshops, as well as all other aspects of WAC, are for both undergraduate and graduate programs.)

--to provide effective consultations to individuals and groups (such as academic programs) interested in enhancing the use of student writing in their individual classes or entire curricula

--to serve as a resource of information on such matters as developing effective writing assignments in various disciplines, responding to student writing, and creating and implementing writing assessment plans (to name a few)

Campus community outreach:

--to raise the profile of writing on the campus and to celebrate writing excellence by promoting such events as writing contests, readings by creative writers, and writing conferences

Student Learning Goals in the Writing Center:

In the area of student development (the Writing Center), students who visit the Center will learn

--to see the Writing Center as a valuable resource

--to see revision as a crucial part of the writing process

Student Learning Goals in Disciplinary Courses:

In the area of instructor development, the WAC program is to be regarded as a resource available to assist instructors and programs in determining their own learning goals for their students in their disciplinary courses. Thus the following list is to be understood as a starting point for instructors and programs to revise and adjust as they wish.

By the time of graduation, student writers will learn

--to respond effectively to different rhetorical situations

--to use writing for inquiry, learning, thinking, and communicating

--to use an effective writing process, to learn to critique their own and others' work, and to recognize that writing well usually entails doing multiple drafts

--to integrate their ideas with those of others and to document sources appropriately

--to develop and use knowledge of genre conventions ranging from structure and paragraphing to tone and mechanics

--to employ the conventions of usage of Standard Edited Written English

(This list is adapted from the WPA Outcomes Statement, which was adopted by the Council of Writing Program Administrators in April 2000.)

Assessment Methods