Thru general consensus, the WI committee has determined that:

• Sometimes, grammar matters.
• WI instructors are at least partially responsible for supporting the improvement of our students’ writing skills.
• Students, even ELL students, are often more capable of clearly written prose than their work lets on.
• Holding students accountable for edited, polished work improves their writing skills.
• From the WI Criteria (2008): Students complete the equivalent of sixteen (16) typed pages of writing - a minimum of four thousand (4,000) words, of which roughly 40% (6-7 pages, or 1600 words) should be edited and finished prose. Depending on the course, this may include informal, as well as formal writing, short essays, critical reviews, lab reports, etc. [Emphasis added].

Here are 5 best practices that can be easily employed in any WI class:

1. Use both formal & informal writing assignments

• Some assignments, like journals, reflections, and impromptu written responses do not necessitate grammar revision. In this mode of writing, emphasis is on exploring ideas and learning thru the act of writing-as-thinking. Self-consciousness and the pressure to perform or do it right can interfere with the learning and expression process.
• Other assignments, like midterm essays, final essays, and some expository writing, require finished, polished prose. Practice with revision and editing skills supports students’ growth as college students and prospective graduates. Attention to detail and expression in the revision process can sharpen thinking and learning on a subject.

2. Discuss grammar later in the writing process

• Establish a pattern of writing in the course before discussing editing and grammar revision.
• For assignments that require editing, have students write a draft first, then discuss final product expectations and editing techniques.

3. Require a draft

• Coming up with what to say and how to say it rely on different kinds of brain activity. To get the most brain activity for each task, have students perform the tasks at different times.
• A rough draft allows students to get ideas down, explore ideas, practice using the course material, and get a jumpstart on a writing project without the pressure of sounding good.
• Requiring a later round of revision and editing affords students the time to improve the quality of expression.

4. Ask students to read work aloud

• Having students read their work out loud compels students to actually read their work before handing it in, giving them an opportunity to edit that’s often passed over with procrastinated essays (a common habit).
• Also, reading out loud makes it easier to hear awkwardly constructed sentences and see grammar errors.

5. Require revision, especially for exceptionally poor writing

• The most effective way to improve writing is by editing one’s own work. Marking a student’s errors and requiring one final grammar-based revision of an essay supports students’ increased written fluency and sets a standard of expectations.
• Marking major and/or repetitive errors, even on one page of an assignment, can help students identify errors and patterns of error they may have otherwise missed without the instructor’s help.
• One best practice requires students to fix all errors for a final grade. For example, an instructor will have read, evaluated, commented on, and graded a final draft. In order to have the final grade recorded and applied to the student’s overall class score, students must make a final grammar revision. After revision, a 2-5 minute instructor-student conference can check-off that the revisions have been completed to the best of the student’s ability and answer any questions.
• Resources like the Learning Center, turnitin.com, and use of the editing features in Microsoft Word can also be suggested or required.