A Coherent Plan

Key elements in putting together this writing initiative at UGA will be collaboration among different units, a plan grounded in the best research available in writing research, and an increase in resources so that a particular unit does not have to choose between serving its own majors and serving the university as a whole. While the administration will have to provide the resources, someone has to manage them and foster collaboration, as well as staying abreast of research in the field.  The key figure in such an initiative would be a Coordinator of Writing for the University of Georgia. 

Initially the Writing Task Force thought that appointing a Writing Coordinator ought to have top priority.  We considered such a position ideal for a candidate who was ABD or a recent PhD.  As we discussed the responsibilities involved, however, we realized that the number of tasks the Writing Coordinator would carry out and the nature of the work required a candidate who had faculty status and administrative experience.  Instead of rushing such an appointment, we recommend that in the next year we begin with a pilot faculty development program to train faculty in writing instruction.  Since the WIP already offers such faculty development, we would like to see Michelle Ballif, the director of WIP, work with Nelson Hilton and the Center for Teaching and Learning to select and train the inaugural class of seven Writing Fellows. 

Meanwhile, we hope the Vice President for Instruction will appoint a Writing Board to prepare a certificate program, institute curricular changes, and search for a Writing Coordinator.  Christy Desmet, Director of First-year Composition, has agreed to work towards creating such a certificate program.  Although all of us would be willing to serve on such a board, it needs to be a small body of about five people for the sake of efficiency.  We would suggest representatives from WIP, Academic Enhancement, the English Department Writing Center, the Center for Teaching and Learning, and the Department of Language and Literacy Education (i.e., Michelle Ballif, Christopher Hayes, Christy Desmet, Nelson Hilton, and JoBeth Allen).  Funds will be needed to support that group.

Finally, we thought that an additional Writing Center was essential: we can hardly ask faculty to use more writing instruction without support.  The University Libraries has welcomed the idea of a center in the Science Library, on which English and Academic Enhancement will collaborate.

Once the Writing Board appoints a Writing Coordinator, they will work with that individual to carry out these tasks over the next 3-4 years:

• Oversee writing certificate program, which encourages students to learn discipline specific writing skills across campus, as well as strengthening move to capstone or thesis experiences and CURO projects.
• Coordinate student writing certificate ePortfolios and provide guidance on document creation, ePortfolio management, and logistic support for ePortfolio certificate assessment.
• Help the university identify writing-intensive courses that will be needed both for the writing certificate and for the commitment made by the 2005 Undergraduate Task Force Report. 
• Liaise with the Writing Centers in English and Academic Enhancement, and help Language and Literacy Education to establish an additional Writing Center.
• Pursue external funding through grants to support the writing initiative and endowments for specific programs.
• Assist with Faculty Development.

While this list of tasks is substantial, so are the benefits that the university will receive from having a Coordinator who can supervise the writing initiative. 

A tentative timetable and budget for a writing initiative follow; we include the expansion of WIP ($200K) in our plan because it is central to our goals, although our recommendation duplicates that made by the 2005 Undergraduate Education Task Force; other new fund will be $80K for two Writing Centers, $20K for the Writing Fellows Program, and $60K for a Writing Coordinator:

Condensed Plan

2007-08
Initiate curricular changes for writing-intensive “add-on” courses and begin work with CAPA so student records note writing-intensive courses. The Center for Teaching and Learning (CTL) and the Writing Intensive Program (WIP) will pilot a Writing Fellows Program ($13K). The Director of First-year Composition (FYC) will set in motion the construction of a Writing Certificate Program and direct the initiative until a Writing Coordinator can be hired to assume directorship and other duties ($7K). Department of English and Academic Enhancement will collaborate to set up a South Campus Writing Center ($40K). These projects could be overseen by a committee. Total commitment for the Vice President for Instruction:  $60K.
2008-09
Continue Writing Center on South Campus ($40K).  CTL, CURO, Teaching Academy offer various opportunities to discuss writing instruction. Offer more rewards for excellent student writing. Hire a Writing Certificate Program Coordinator and start a certificate program ($60K), expand the Writing Fellows Program ($20K), add more writing intensive course options (ideally the Writing Fellows would add course options), expand the WIP ($80K). Total commitment: $200K.
2009-10
Continue previous work ($200K), substantial expansion of the WIP to support the growing number of courses ($120K), additional Writing Center growth to serve East Campus ($40K). Total commitment: $360K.

While students are here at UGA, they will learn more deeply since studies show that when students write about their studies, they are more deeply engaged by them.  Writing instruction that covers the entire writing process cuts out plagiarism:  a panicked student might buy a term paper, but cannot buy a topic, outline, rough draft, peer-edited draft, and final draft.  After graduation, students who can write clearly and effectively will have a competitive edge.  Confident writers will receive more major fellowships, admission to more prestigious graduate programs, and better jobs.  Training graduate assistants and faculty to use writing instruction has the collateral effect of improving the writing that instructors do.  They will teach better, receive more grants, and publish more easily.