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I think your vision and planning sounds great. Some observations though. I hope you have some mechanism in place to assist instructors as they design and impliment WI courses. Lots of instructors still think of writing as only grammar and perform acts of punitive damage on students texts. The value of formative, in-process evaluation/commentary or of accumulative assignments is not self-evident to people outside of our field. Also some instructors will run into students with serious problems in communication--problems that cannot really be handled by WI courses. So a two-pronged support system needs to be in place--one to assist instructors in developing assignments and evaluation technigues and another to assist students with serious problems. Otherwise your WI courses will wither up and die as instructors and students experience "overwhelmosis" The later is particularly true for instructors. On Fri, 24 Feb 1995, Roberta Lee wrote: > First a note to Phyllis--Keep up that "dogged persistence"! Your > experience is all too familiar to most of us--infact your description > was marvelously funny; thanks for your humour. We're with you! > Sounds like you already have good things going on at MUN. > > The administration at UNBSJ is revising its formula for what > constitutes a WI course. I need any help I can get from you out > hour WI courses in the first two years > courses in last two years of Univ., > preferably in student's major > 2)No competency tests; WI courses not > considered remedial > 3)WI courses taught by profs in their > respective disciplines-- not by > composition faculty > All advice, comments, ideas, experiences, etc. would be much > appreciated. > > Thanks. Roberta Lee >