As a University-wide Initiative, WAC / WID at CUNY began with the 1999 Board Resolution endorsing the centrality of writing to a university education. The Resolution asked each college to accept the responsibility of integrating writing instruction into the curriculum in every department and academic program across the University. The Board Resolution also called for the creation of a new program, the CUNY Writing Fellows. The Fellows are advanced graduate students assigned to support the WAC / WID initiative at every campus.
WAC / WID is now established at all 17 undergraduate campuses and the Law School. The WAC / WID team at each campus is led by a faculty coordinator, who supervises 6 CUNY Writing Fellows and serves on the University WAC / WID Committee.
Board Resolution
The City University of New
York-The Enhancement of Student Writing Skills:
WHEREAS, The attainment of advanced writing
ability represents the hallmark of a comprehensive college education and a
skill that can only be developed through extensive writing practice that is
promoted across all degree programs and requirements; therefore be it
RESOLVED, That henceforth each
college intensify and expand its programmatic efforts to strengthen the
teaching of writing in courses across the curriculum and that such efforts
ensure that quality writing skills are fostered in all disciplinary areas; and
be it further
RESOLVED, That the colleges'
commitment to Writing-Across-the-Curriculum requirements be supported by
faculty development initiatives and by University initiatives such as the CUNY
Writing Fellows Program that will sponsor specially trained CUNY doctoral
students who will assist in the delivery of intensive writing instruction; and
be it further
RESOLVED, That a report on
implementation plans be provided to the Committee on Academic Policy, Program,
and Research at its May 1999 meeting, and that by September 1999, and
periodically thereafter, each college provide the Chancellor's Office with a
report detailing their implementation of these initiatives.
EXPLANATION: A wide range of assessments and student
performance indicators has established the need to enhance the opportunities
for students to strengthen their writing skills. Such opportunities are
especially important for students whose native language is not English and
whose writing skills require further development.
This resolution serves to ensure
that writing instruction is regarded as a common responsibility and that the
development of writing proficiency becomes a focus of the entire undergraduate
curriculum.
