Thanks to all for these helpful observations! And more welcome. What we are doing at SFU sounds very like what Chris Anson is doing - embedding writing in departments and working with faculty to figure out ways to do this effectively by assuring them they don't have to know what a participle is and collaborating on planning the syllabus and wording assignments etc. and mentoring and supplying resources of various kinds throughout the semester. Currently, we are planning TA training and preparation for W-courses because the large history lecture scenario with tutorials of 16 student looks like the only model we can use and be able to offer 10,000 spaces for W-spots in 2007. Whether it makes too much difference that there are 250 in the class instead of 100, I don't know. The writing instruction is pretty much done in the once a week tutorial but the metadiscourse of the instructor is attentive to the functions of writing and its uses in the learning and understanding of the content. The other requirement happens to be a quantitative which is math to some extent - we are not calling these math-intensive, however! It's possible that new courses will be developed which are math-intensive - we at CWIL are currently working on a history of math course which involves a lot of writing but also solving math problems. A neat combination - even us math-phobes think it's going to be a terrific course and we expect enrolments in the math department to soar! Wendy -----Original Message----- From: CASLL/Inkshed [mailto:[log in to unmask]] On Behalf Of Russ Hunt Sent: Friday, November 21, 2003 4:10 PM To: [log in to unmask] Subject: Re: WI Courses--lectures & tutorials I don't have much experience with large multi-section courses (I'm getting to where I'm grateful for every sunrise, and then for every time I remember that . . . ), but I think Amanda's remark about math is interesting. > (What would happen if administrators decided, for example, to require > Math-Intensive courses? How would mathematicians feel?) A few weeks ago I spent some time at a conference with Chris Anson, who used to direct writing at the University of Minnesota and who's now running a really interesting WAC-like program at North Carolina State. The university mandated writing intensive courses in departments, and hired Chris to help departments design and conduct them. What he does, it seems, is mainly faculty development, and it sounds from his description like a super program. OK, you've been told to make your course writing intensive and you think what that means is taking on the English teacher's burden of 100 essays to mark every weekend. It doesn't have to be that way: let's talk about some alternatives. I think if he were doing that here and I were told I had to make my Restoration Drama course more math-intensive I might be interested in finding some ways to do that . . . and were I a mathematician I might feel pretty good about it, too. -=-=-=-=-=-=-=-=-=- To leave the list, send a SIGNOFF CASLL command to [log in to unmask] or, if you experience difficulties, write to Russ Hunt at [log in to unmask] For the list archives and information about the organization, its newsletter, and the annual conference, go to http://www.stu.ca/inkshed/ -=-=-=-=-=-=-=-=-=-