Stephen M. Lynch

Analysis Paper

Wrt 205

Dr. Howard

02.12.03

INTRODUCTION

Concerning collegiate institutions of today, is the criteria in which writing is being taught and whether it is sufficient enough to teach the average student proper academic writing. Though mainly affecting the colleges and universities this problem has also seeped into the press and student body, resulting in a strong movement to raise the requirements in hopes that graduates will have acquired sufficient and proper writing abilities.

SUMMARY

With the complaints now coming from the student body about the unsatisfactory old writing requirements, colleges have been pressured to move fast and solve this problem, resulting in many alternative writing programs. These alternative writing programs and requirements primarily focus on the different styles of writing and introduce their students to other aspects of writing rather than only the traditional reports. Through these requirements writing will now be a large aspect in the college setting and a key contributor on whether or not a student qualified enough to graduate.

DISCUSSION

After realizing that the inadequacies of a college writing program could substantially effect their future as a adequate institution, advisors and administrators began to examining their writing programs. One example of this is at Union College in Schenectady, New York. In their analysis of their program it was noted that in the 1980’s the program was almost non existent. Other than the freshman requirements which was a merely a Freshman Prep class, the next three years could be completed without taking another credit of writing. These students could have possibly not written another paper of any sort since their freshman year and still have graduated. In the 90’s the administrators of Union felt it was necessary to raise the requirements due to the lack of enrollment in the writing program. At this point the program was drastically changed requiring all students to enroll in freshman prep and two to four separate semester long classes. Seniors are required to write a sufficient thesis paper exhibiting what they have learned over their four years. This hike in criteria requirements satisfied the needs of the administration as well as the student’s request, it is still instituted today (Union). Another college who has also substantially changed their writing criteria is Carleton College in Minnesota. Though a small liberal arts school, they too were experiencing difficulties with their writing program. They found that throughout their senior graduates many lacked the proper writing skills. To fix this problem they have recently instituted a program where their students will be required to build a portfolio over their freshman and sophomore years. The portfolio will include a variety of writing styles such as observational writings, research, an argumentative paper, and a reflection paper to describe there growth over the two years. If these specifications are not met by sophomore year then one on one tutoring will be instituted until the requirements are attained (Carleton).

Giving the issue as much attention as the administrators are the students who it drastically affects. Whether it is through the school paper, having a one on one conversation with a dean, or just voicing one self in class, students in a college or university setting will make it obvious when academic programs do not meet their specifications. From Oakland University in Rochester, Michigan came a survey which stated the aspects of writing which the students found most important and crucial to academic writing. These aspects covered such topics as grammar studies, conformity to traditional writing skills, sharing of ideas, and the importance of proper research and citing sources (Oakland). Though these approaches seem bland and not interactive, students felt that they covered the most important points to proper and business like writing. Another case of student interaction within a college/university setting is a meeting which I had with the assistant dean of Syracuse University, Deborah Freund. When asked how she felt about the writing requirements at Syracuse University and how it held up against other private universities, she felt that the writing program was an important and strong aspect of the university and that unlike other private institutions has a writing program which allows interaction between majors where as others have separate programs for each major. The interaction between majors allows for peers who on a normal basis would not collaborate, share ideas and show different problem solving methods. Though pleased with the currant requirements she felt that academic writing was not the only form of communication and that more classes teaching other approaches of writing should be instituted and even possibly required.

CONCLUSION

With collegiate institutions finally realizing the problems which exist concerning writing, they are on a steady track to reorganized and create a curriculum which they feel will satisfy all angles of sufficient college level writing. With the change in curriculum being the multifaceted approach, it allows for all styles of academic writing to be introduced to the students while at the same time stepping away from the traditional writing criteria. But this is not a one time battle, this will always need to be varied and changed to fulfill new expectations and criteria set by those in the business world.