Why and how do we integrate writing into the curriculum?

Identify our desired learning outcomes

For example, a list of desired writing abilities developed by the Carlson School of Management at the University of Minnesota

  • Articulates a clear position in a central thesis
  • Employs key disciplinary theories, concepts, and/or evidence in justifying analysis, conclusions, and recommendations
  • Bases argument and conclusions on situational and/or organizational context
  • Identifies an organization's key competencies using an analytical framework
  • Recognizes and addresses counterarguments or alternatives
  • Uses effective, valid data/evidence that is relevant to audience concerns
  • Sequences most important arguments first
  • Is designed for easy reading (skimming, headings, bullets)
  • Avoids unnecessary words; is succinct/concise
  • Uses direct, plain English
  • Uses an engaging style, such that the reader’s attention is sustained
  • Summarizes ideas, texts, or events appropriately
  • Communicates information using graphics and/or visuals that are appropriate to the audience and content
  • Integrates source information (whether textual or graphic)
  • Uses correct grammar, spelling, and punctuation
  • Uses correct citation formatting

Learning the relevant principles

Surveying current best practices

Surveying recent institutional practices

Writing in the disciplines

Survey and assemble instructional materials