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Writing Across the Curriculum

Writing-Enriched Curriculum

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  • WEC Model

Learn how academic units create, implement, and assess their faculty-generated writing plans

  • Academic Units

View WEC units, the writing they value, and the activities they've implemented.

  • Research

Find research that is foundational to and generated by the WEC model.

  • FAQ

Answers to frequently-asked questions about the University of Minnesota's pioneering WEC program.

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Engage with WEC

The WEC Program invites undergraduate departments to engage in the process of generating and implementing undergraduate Writing Plans. WEC writing plans are already in effect in departments and programs across all colleges at the University of Minnesota Twin Cities.

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WEC Model

The WEC model offers a faculty-driven approach to supporting effective and relevant writing and writing instruction within an undergraduate curriculum. The model is founded on principles gleaned from three decades of research and experience.

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Writing Across the Curriculum

Supports effective, course-relevant approaches to writing instruction.

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Writing-Enriched Curriculum Program

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WAC is a unit within OUE located in the Center for Writing.

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For Students, Faculty, and Staff

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  • Writing-Enriched Curriculum
    • About WEC
    • WEC Model
    • FAQs
    • Research & Assessment
    • Writing Plans
    • WEC Liaisons
    • Academic Units
      • African American & African Studies
      • Agronomy and Plant Genetics
      • Animal Science
      • Anthropology
      • Applied Economics
      • Art History
      • Carlson School of Management
      • Chemical Engineering and Materials Science
      • Chemistry
      • Civil, Environmental, and Geo- Engineering
      • College of Biological Sciences
      • Communication Studies
      • Computer Science & Engineering
      • Construction Management
      • Curriculum and Instruction
      • Dental Hygiene
      • College of Design
        • Apparel Design
        • Graphic Design
        • Product Design
        • Retail and Consumer Studies
      • Earth & Environmental Sciences
      • Economics
      • Electrical and Computer Engineering
      • Environmental Sciences, Policy and Management
      • Family Social Science
      • Fisheries, Wildlife, and Conservation Biology
      • Food Science and Nutrition
      • Geography, Environment and Society
      • German, Nordic, Slavic & Dutch
      • Health Services Management
      • History
      • Horticultural Science
      • Hubbard School of Journalism and Mass Communication
      • Industrial and Systems Engineering
      • Information Technology Infrastructure
      • Mathematics
      • Mechanical Engineering
      • Medical Laboratory Sciences
      • Mortuary Science
      • Nursing
      • Organizational Leadership, Policy, and Development
      • Philosophy
      • Physics
      • Political Science
      • Psychology
      • School of Architecture
      • School of Kinesiology
      • School of Public Health
      • Sociology
      • Spanish and Portuguese Studies
      • Speech-Language-Hearing Sciences
      • Theatre Arts & Dance
      • Writing Studies
      • Youth Studies
    • Engage with WEC
      • New Enrollments for Departments and Programs
      • Legacy Program for Continuing Units
  • Teaching with Writing
    • About TWW
    • Teaching Resources
      • How can I use writing in my course?
        • Writing in Your Course Context
        • Syllabus Matters
        • Mid-Semester Feedback Strategies
      • How can I build effective writing assignments?
        • Designing Effective Writing Assignments
        • Writing Assignment Checklist
        • Scaffolding and Sequencing Writing Assignments
        • Informal, In-Class Writing Activities
          • Informal, Exploratory Writing Activities
          • 5-Minute Revision Workshops
          • Reflective Memos
          • Conducting In-Class Writing Activities: Notes on Procedures
          • Now what? Responding to Informal Writing
        • Teaching Writing with Quantitative Data
      • How can I help students improve and revise their writing?
        • Commenting on Student Writing
        • Supporting Multilingual Learners
        • Teaching with Effective Models of Writing
        • Benefits of Peer Response
          • Peer Response Protocols and Procedures
        • Using Reflective Writing to Deepen Student Learning
        • Conferencing with Student Writers
      • How can I use writing to promote equity, access, and belonging in my courses?
        • Designing Inclusive Writing Assigments
        • Addressing a Range of Writing Abilities in Your Courses
      • How can I grade writing with fairness and efficiency?
        • Effective Grading Strategies
        • Designing and Using Rubrics
        • Running a Grade-Norming Session
        • Working with Teaching Assistants
        • Managing the Paper Load
        • Teaching Writing with Sources
        • Preventing Plagiarism
        • Grammar Matters
      • What should I do about ChatGPT?
        • What is ChatGPT and how does it work?
        • Incorporating GenAI into Classes with Writing Assignments: Policies, Syllabus Statements, and Recommendations
        • Restricting ChatGPT Use in Classes with Writing Assignments: Policies, Syllabus Statements, and Recommendations
      • I have a different question
        • What do we mean by "writing"?
        • How can I teach writing effectively in an online course?
        • What are the attributes of a "writing-intensive" course at the University of Minnesota?
        • How can I talk with students about the use of artificial intelligence tools in their writing?
        • How can I support inclusive participation on team-based writing projects?
        • How can I design and assess reflective writing assignments?
        • How can I use prewritten comments to give timely and thorough feedback on student writing?
        • How can I use online discussion forums to support and engage students?
        • How can I use and integrate the university libraries and academic librarians to support writing in my courses?
        • How can I support students during the writing process?
        • How can I use writing to help students develop self-regulated learning habits?
        • Submit your own question
    • Events
      • Short Course: Teaching with Writing Online
      • Five-Day Faculty Seminar
      • Faculty Writing Hunkers
        • Past Summer Hunker Participants
        • Resources for Scholarly Writers
    • Teaching Consultations
      • Consultation Request
    • Faculty Writing Resources
      • Faculty Writing Groups
      • Further Writing Resources
    • TWW Blog
  • People
  • Connect with WAC!