Teaching with Writing is the newsletter of the Oregon State University Writing Intensive Curriculum Program. As part of the Baccalaureate Core, all OSU students are required to take an upper-division writing intensive course in their major.
The content of WIC courses ranges from Bioengineering Design to the History of Photography. While subject matter differs by department, all WIC courses share certain commonalities defined by the Faculty Senate:
• Informal ungraded or minimally graded writing is used as a mode of learning the content material.
• Students are introduced to conventions and practices of writing in their discipline and use of borrowed information.
• Students complete at least 5,000 words of writing, of which at least 2,000 words are polished, formal assignments that have been revised.
• Students are guided through the whole process, receive feedback on drafts, and have opportunities to revise.
For complete information on WIC guidelines, visit the WIC website at: http://wic.oregonstate.edu
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Teaching With Writing: The WIC Newsletter offers genuinely useful insights into how writing can be integrated across disciplines, not just as an academic skill but as a thinking tool. I really appreciate how the articles balance theory with practical classroom examples that educators can apply immediately. While reading, I was reminded how helpful smart tools can be in supporting both teachers and students, especially platforms like askaiquestions – ai lawyers , which shows how AI can clarify complex topics through structured questions. Overall, this newsletter feels thoughtful, relevant, and well-curated.
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At first, 5,000 words felt a bit overwhelming 😅 but thanks to revising the essay many times, I learned how to present my arguments for the game Subway Surfers City clearly. My internship interview showed a huge difference in my email and report writing skills.
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Reading about OSU’s WIC program guidelines highlights how essential structured writing is across all academic disciplines! Guiding students through drafting and critical revision really fosters lifelong learning. When my mind feels overwhelmed after analyzing these deep pedagogical frameworks, I like to unwind by playing Easy Games online. Thanks for sharing this great educational resource!
This WIC newsletter is a great resource. The emphasis on informal writing plus polished, revised assignments really helps students learn discipline-specific writing skills.
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Thanks for sharing this newsletter, always helpful to see how writing programs structure their requirements!
This is a clear and helpful overview of OSU’s WIC program.edit text in image I especially appreciate that the guidelines require both informal, ungraded writing and polished, revised work. Too often, students only write for a grade. The emphasis on process—drafts, feedback, revision—is what really builds better writers. Also, the 5,000‑word minimum across a term feels ambitious but achievable. It’s great to see a university taking writing across the curriculum so seriously. Thank you for sharing this newsletter.
This is a concise and useful summary of OSU’s WIC requirements. I particularly like the balance between informal writing for learning and formal, revised writing for demonstration of skill. remove text from imageThe 5,000‑word total with 2,000 polished words is a realistic but meaningful target. The real value, however, is the guided process—drafting, feedback, revision. That’s what turns students into confident writers in their fields. Thank you for publishing this newsletter. More universities should adopt such clear writing‑across‑the‑curriculum standards.
Thank you for this clear explanation of OSU’s Writing Intensive Curriculum. I love that WIC requires both informal, ungraded writing and polished, revised work. So often, students only write final drafts without learning the messy, valuable middle part—drafting, feedback, revision. ai remove object and people from imageThe 5,000‑word total with 2,000 polished words is a smart benchmark. This is exactly how you teach writing across disciplines.
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