By Michelle LaFrance
In WI courses, achieving a balance between crucial content, key learning goals, and explicit writing instruction is never an easy task. Because this balance is so delicate, “traditional” classes have often posed writing assignments as supplemental to the other work of the course—a paper or project completed outside class.
To kick off our new program blog, The Writing Campus, I wanted to ask faculty who teach WI courses to think about the ways they manage this important balance: What do you do to overcome this divide between simply assigning writing and the need to teach writing?