Writing 3 Overview

Writing 3 courses build upon and continue the process-oriented practices introduced in Writing 1 and developed in Writing 2.

Writing 3 courses are an opportunity to teach students how to write better within their specific disciplines. Students will also write in order to learn about their disciplines.

Ideally, students will take the Writing 3 course during their junior year. Some majors require that students take a specific Writing 3 course; either way, it is strongly recommended that students take the course within their own major.

Writing 3 is a WRITING course.

Students need to learn how to write in their specific discipline and what kinds of genres (case studies, journal articles, lab reports) they will be writing if and when they enter this discipline academically or professionally. Students also need to learn how to document in their discipline's commonly used documentation style—APA, MLA, Turabian, Chicago, SBL, etc.

Writing 3 courses may also offer discipline-specific content, which the students will research and write about.

Purposes of Writing 3

Synthesize critical thinking and writing skills students developed in their early college careers
Engage in the discourse community of the discipline
Construct complex arguments of professional quality
Adapt writing skills to new genres and audiences including awareness of rhetorical elements such as audience, message, purpose, and medium
Employ sound writing process to produce polished writing products
Assist in the transition from college writing to professional writing
Demonstrate fluency as writers by transferring skills between rhetorical contexts

Necessary Components of Writing 3

Guidance of students’ writing processes through structured assignments and feedback.
Writing in genres that are typically aimed at professional audiences
Use of sources of evidence typical of the discipline
At least thirty minutes of conferences with each student
Instruction in research practice and conventions typical of the discipline
Use of a documentation style typical of the discipline
Use of the Writing Program Lexicon
Grading criteria including elements evaluating writing content, adherence to audience expectations and genre and disciplinary conventions, use of sources and evidence, and control of syntax and writing mechanics
Multiple drafts of a writing product demonstrating response to feedback and editing, with evidence of revisions documented in a portfolio
Participation in peer review of writing assignments from other students
A polished original writing product in at least one genre typical of the discipline
A maximum of 22 students

Student Learning Outcomes

SLOs will vary. However, each Writing 3: Writing in the Disciplines course must have SLOs related to critical thinking, information literacy, and written communication. The course SLOs are required to map to the following three General Education Learning Outcomes:

By the end of this course, students will be able to

GELO 3

Critically analyze arguments (e.g. for assumptions, presumptions, alternative viewpoints, and logical consistency) to draw reasoned conclusions

GELO 4

Communicate in writing effectively (e.g. fluent use of thesis, argumentation, support, source materials, organization, language, diction, grammar, syntax, and formatting)

GELO 6

Demonstrate information literacy skills (e.g. by locating, accessing, ethically using, and evaluating the relevance and reliability of information)

Ready to plan or create a Writing 3 Course? Start here.

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