Writing-intensive Book

Contents

Acknowledgements....................ix
Foreword....................xi
Prologue....................1
Introduction....................5
1 Forty Years On: An Old Mission in a New Context....................17
2 Criteria for Writing-Intensive Courses: Rules or Reasons?....................39
3 In Defense of Stumbling: The Map is Not the Territory....................66
4 What Happened in This Course? Reflections from Three Perspectives....................87
5 Taking a Genre Approach to Teaching Writing: The Consulting, Collaborative Process....................120
6 Voices of Experience: Reflections from the W-Faculty....................139
7 The Institutional Context: How is it Helping or Hindering the Writing Curriculum Initiative? A Faculty Forum....................169
8 Through Transition in Search of Stability....................191
Epilogue....................235
Appendix 1 A Proposal for the Development of Undergraduate Writing-Intensive Courses at Simon Fraser University....................236
Appendix 2 Pre-Course Questionnaire....................241
Appendix 3 In-class Memo Assignment and Peer Review Guide....................243
Appendix 4 Econ 355 Assignment Questions Summary....................246
Appendix 5 Survey Data from Third Year W-Course....................250
Appendix 6 Categories for Analyzing Students' Written Responses....................260
Appendix 7 Questions for structured interviews....................262
Appendix 8 Arts Faculty Survey....................266
Appendix 9 Post-course Questionnaire....................270
Appendix 10 CWIL Mandate....................273
Appendix 11 Constitution for the Proposed Schedule A center....................275
Appendix 12 Stages of Writing Program Development....................278
References....................281
Index....................288