WAC Workshops

Writing Across the Curriculum practices can increase learning and reduce grading time in any class!


Propose or Refresh Your Upper-Division Writing Course

Proposing a new upper-division writing requirement (UDWR) in your department? Updating a current or expired UDWR course? Combining a little theory with a lot of practice, this half-day workshop will help you design a successful UDWR course. After reviewing CSUF's requirements for UDWR courses, the workshop's first half will briefly explore the latest research supporting the integration of writing into classes across the curriculum before introducing a practical course design process. The workshop's second half will offer efficient techniques for providing formative feedback and for yoking content and writing instruction. 

  • Date: Friday, Aug. 23 from 10 AM-2 PM (lunch will be served)
  • Location: PLS-240

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Using Writing-to-Learn in Any Class

Writing to Learn (WTL) activities typically include quick, informal, low-stakes writing tasks in which students consolidate their learning of a course’s content.  Adding WTL activities to a class can improve student learning and writing, enrich class discussion, and allow faculty to quickly assess even large classes’ understanding of core concepts.  Come to this workshop to learn five effective WTL activities all instructors can apply in their classes.

  • Date: Thursday, Sept. 5 from 2:30 -3:30 PM
  • Location: PLS-256

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Experts’ Notebooks: Increasing Course Writing; Reducing Grading Time

Thoughtfully designed writing activities can improve student learning in content classes, but can also increase grading time.  Enter the “experts’ notebook,” a tool that allows faculty to increase student writing with minimal instructor labor.  “Experts’ notebooks” can take many forms, such as the scientist’s lab or field book, the artist’s  sketchbook, the police field interview notebook, the commonplace book, or the journal.  “Expert” forms of writing particular to individual disciplines—graphs, observations, analyses, illustrations, and evaluations—are all equally at home in such notebooks.  Besides focusing students on your content, notebooks allow students to reflect on their progress and instructors to gauge their students’ successes and challenges quickly. 

In this workshop, we’ll review the characteristics of effective notebooks, consider possible cognitive activities to include, and discuss methods for reducing notebook grading time.

  • Date: Wednesday, Sept. 11 from 1-2:15 PM
  • Location: PLS-256

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Leading Effective Peer Reviews to Increase Feedback for Writers

The 2015 National Survey of Student Engagement indicated that students learned more from writing assignments when they received written or spoken feedback during the writing process.   One way to add more feedback to your students’ writing processes is to reward well-designed peer review sessions in or outside of class. This workshop will introduce faculty to strategies for focusing and improving student peer reviews. Students receive feedback on their writing before sending it to you, yielding higher quality papers and decreasing grading time.

  • Date: Friday, Sept. 20 from 1-2:15 PM
  • Location: PLS-256

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Reduce Grading Time with Formative Feedback Strategies

Come learn best practices for providing efficient, effective feedback on student writing.

  • Date: Friday, Oct. 18 from 2:30 -3:45 PM
  • Location: PLS-256

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Reduce Grading Time with Rubrics

This workshop will cut your grading time while increasing the amount, quality, and objectivity of your feedback.   Learn how to design a writing rubric with which to quickly assess students’ writing.  Different styles of rubrics that suit different types of faculty will be presented.

  • Date: Monday, Nov. 18 from 2-3 PM
  • Location: PLS-256

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Reduce Grading Time with Turnitin

This workshop will cut your grading time while increasing the amount, quality, and objectivity of your feedback.  Learn how to use Turnitin’s grading features, which allow faculty to upload a rubric, customize or use pre-existing drag-and-drop comments for common writing problems, and link such comments to a rubric’s criteria or to outside sources.  Invest an hour in this workshop to reduce many future hours of grading!

  • Date: Monday, Nov. 18 from 2-3 PM
  • Location: PLS-256

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Clear, Concise Sentences: Five Quick Strategies

As students strive to write academic prose, they often produce unclear or awkward sentences. This workshop will introduce five strategies that yield clearer writing. Teaching them to students will result in easier-to-read student writing and reduced instructor grading time

  • Date: Thursday, Dec. 5 from 1:30-2:30 PM
  • Location: PLS-256

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Designing Effective Writing Prompts for Any Class 


Incorporating more writing into your courses is a high-impact way to deepen students’ understanding of your course content.  Thoughtfully designed writing prompts can yield more focused, confident writing, which in turn can reduce grading time.  After introducing some best practices in prompt writing, this workshop will guide faculty as they design a prompt for one class.  Please bring a course syllabus.



GE Writing Goals and Writing Pedagogy


Are you proposing or updating a General Education (GE) course for your department?  After reviewing CSUF’s GE Writing Goals and some basic writing pedagogy, this workshop will introduce an effective process for incorporating writing into your GE courses.  Participants will leave with a few writing activities with which to gauge student competence in their course’s student learning outcomes. Please bring a syllabus.