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National Census of Writing
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Two-Year Institution Survey
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Four-Year Institution Survey
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2013 Two-Year Institution Survey
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Does your institution have an official writing program or department?
What is the institutional home of the writing program or department?
Does your institution have first-year writing?
Is first-year writing part of the writing program or department?
If not part of the writing program or department, what is the institutional home for first-year writing?
Does your institution have writing across the curriculum (WAC)?
Is WAC part of the writing program or department?
If not part of the writing program or department, what is the institutional home for WAC?
Does your institution have writing in the disciplines (WID)?
Is writing in the disciplines part of the writing program or department?
If not part of the writing program or department, what is the institutional home for writing in the disciplines?
Does your institution have a writing center or learning center with writing tutors?
Is the writing center part of the writing program or department?
If not part of the writing program or department, what is the institutional home for the writing center?
Does your institution have basic writing courses?
Is basic writing part of the writing program or department?
If not part of the writing program or department, what is the institutional home for the basic writing program?
Does your institution have a writing requirement?
What does the writing requirement at your institution consist of?
Are there curricular requirements that are not part of the writing requirement but that have writing as an explicit goal?
Are there college-wide student writing goals?
Have the goals been influenced by the WPA Outcomes Statement?
How are the college-wide student writing goals assessed?
Who administers the assessment?
Who participates in the assessment?
Does your institution administer the Community College Survey of Student Engagement (CCSSE)?
How does your writing program use the CCSSE data?
Have there been changes to the writing program or sites of writing at your institution in the past 10 years?
Were there changes to the writing requirement in the past 10 years?
Which changes have taken place in regards to the writing requirement?
Were there changes to the assessment of writing at your institution over the past 10 years?
Which changes have taken place in regards to assessment?
Were there any changes to the administrative structures of the writing program or the sites of writing over the past 10 years?
Which administrative structures of the writing program or the sites of writing changed?
Was the writing program changed in the past 10 years to expand or eliminate areas?
How did the writing program change?
Were there changes to the staffing of the writing program or center over the past 10 years?
Which changes to the staffing of the writing program or center have taken place over the past 10 years?
Were there any additional changes to the writing program or the sites of writing at your institution not already mentioned?
If there were any additional changes to the writing program or the sites of writing at your institution not already mentioned, please explain.
Do you foresee changes to the administrative, curricular, or support structures of the sites of writing at your institution over the next five years?
What type of changes to the administrative, curricular, or support structures of the sites of writing at your institution do you foresee in the next five years?
If you foresee changes to the administrative, curricular, or support structures of the sites of writing at your institution over the next five years feel free to explain.
Does your institution have a first-year writing requirement, whether explicit or embedded?
How many semesters/courses of first-year writing are required?
By when must the second semester course be completed?
Does your institution allow students to place out of the first semester first-year writing requirment?
Does your institution allow students to place out of the second semester of first-year writing requirment?
What is the program’s placement mechanism?
Does your institution accept transfer credit for first semester first-year writing requirements?
Does your institution accept transfer credit for second semester first-year writing requirements?
Who approves transfer credit for FYW courses?
Are there explicit goals for the first-year writing requirement?
Are the goals informed by the WPA Outcomes Statement?
How are the goals for FYW courses assessed?
Who participates in the assessment of the goals for FYW courses?
What is the content of the FYW requirement? See Note 5.
What is the "other" content of the FYW requirement?
Is there a common syllabus for FYW courses?
If two semesters of FYW are required, is the content of the second course the same as the first course?
If the content of the second FYW course differs from the first course, what is the content of the second course? See Note 5.
What is the "other" content of the second semester FYW requirement?
What is the enrollment cap for honors sections of the FYW requirement?
If there is a second semester FYW requirement, what is the enrollment cap for honors sections?
What is the enrollment cap for regular sections of the FYW requirement?
If there is a second semester FYW requirement, what is the the enrollment cap for regular sections?
What is the enrollment cap for sections of basic writing of the FYW requirement?
If there is a second semester FYW requirement, what is the the enrollment cap for basic writing sections?
In the 2013-14 academic year, what percentage of sections of the first semester writing course were taught by full-time, tenure-line faculty in the English Department? See Note 4.
In the 2013-14 academic year, what percentage of sections of the first semester writing course were taught by full-time, tenure-line faculty in the rhetoric/composition department or program? See Note 4.
In the 2013-14 academic year, what percentage of sections of the first semester writing course were taught by full-time, tenure-line faculty from departments besides English and rhetoric/composition? See Note 4.
In the 2013-14 academic year, what percentage of sections of the first semester writing course were taught by full-time, non-tenure line faculty in the English Department? See Note 4.
In the 2013-14 academic year, what percentage of sections of the first semester writing course were taught by full-time, non-tenure line faculty in the rhetoric/composition department or program? See Note 4.
In the 2013-14 academic year, what percentage of sections of the first semester writing course were taught by full-time, non-tenure line faculty from departments besides English and rhetoric/composition? See Note 4.
In the 2013-14 academic year, what percentage of sections of the first semester writing course were taught by part-time faculty hired by the English Department? See Note 4.
In the 2013-14 academic year, what percentage of sections of the first semester writing course were taught by part-time faculty hired by the rhetoric/composition department or program?
In the 2013-14 academic year, what percentage of sections of the first semester writing course were taught by the WPA? See Note 4.
In the 2013-14 academic year, what percentage of sections of the first semester writing course were taught by other? See Note 4.
If there is a second semester requirement, was it staffed similarly?
In the 2013-14 academic year, what percentage of sections of the second semester writing class were taught by full-time, tenure-line faculty in English Department? See Note 4.
In the 2013-14 academic year, what percentage of sections of the second semester writing class were taughtby full-time, tenure-line faculty in the rhetoric/composition department of program? See Note 4.
In the 2013-14 academic year, what percentage of sections of the second semester writing class were taught by full-time, tenure-line faculty from departments besides English and Rhetoric/Composition? See Note 4.
In the 2013-14 academic year, what percentage of sections of the second semester writing class were taught by full-time, non-tenure line faculty in the English Department? See Note 4.
In the 2013-14 academic year, what percentage of sections of the second semester writing class were taught by full-time, non-tenure line faculty in Rhetoric/Composition department or program? See Note 4.
In the 2013-14 academic year, what percentage of sections of the second semester writing class were taught by full-time, non-tenure line faculty from departments besides English and Rhetoric/Composition? See Note 4.
In the 2013-14 academic year, what percentage of sections of the second semester writing class were taught by part-time faculty hired by English Department? See Note 4.
In the 2013-14 academic year, what percentage of sections of the second semester writing class were taught by part-time faculty hired by rhetoric/composition department or program? See Note 4.
In the 2013-14 academic year, what percentage of sections of the second semester writing class were taught by the WPA? See Note 4.
In the 2013-14 academic year, what percentage of sections of the second semester writing class were taught by others? See Note 4.
Is there faculty or professional development available for those teaching in the first-year writing program?
What form does the faculty development take for first-year writing faculty?
Do those attending receive additional compensation?
Does your institution identify students who may need additional writing support, including students whose primary language is not English?
How does the institution identify these students?
What types of supports are available to these students?
Does the institution have a formal basic writing program?
What percentage of the student body is placed into basic writing? See Note 4.
How are students placed into basic writing?
How do students exit basic writing?
Is there a director of basic writing?
What is the structure of the basic writing program?
How many levels of basic writing are there?
What is the curriculum of the basic writing courses?
Is there support for English Language Learners (ELLs)?
Is support for ELLs separate from basic writing?
What type of supports are available for ELLs?
Does your institution offer ELL writing classes?
What percentage of the student body is placed into ELL writing courses? See Note 4.
How are students identified and/or placed into ELL writing courses?
What is the institutional home of the ELL writing courses?
Does your institution have a WAC/WID program and/or a writing requirement beyond the first year?
Does your institution require all students to take writing courses taught by the English or Writing department for students in other departments? Does not include the first-year writing requirement.
Does your institution require all students to take writing-intensive (WI or W) courses taught by departments other than English or Writing?
How long has the WI requirement been in existence?
How many WI courses are required beyond the first-year requirement?
When do WI courses need to be completed?
Are there explicit goals for the WI courses?
Have the goals been influenced by the WPA Outcomes Statement?
What form of assessment takes place of the WI goals?
What are the criteria for a WI course?
Who certifies that a course fulfills the WI designation?
Are there incentives offered for faculty to teach a WI course?
Which incentives are offered to faculty to teach WI courses?
Is there professional development available for those teaching in the WAC program?
What form does that faculty development take?
If faculty attend a seminar or workshop, how are they compensated?
Does your institution have a writing center or learning center with writing tutors?
Is the writing center free-standing or part of another institutional unit?
If the writing center is not free-standing, what larger institutional unit is it a part of?
Where is the writing center located? *Note: From this point on, writing center refers to both free-standing and those located within another unit.
Is there a mission statement for the writing center?
Are there explicit goals for the writing center?
How are the goals assessed?
What services does the writing center offer?
How many face-to-face consultations were offered in the Fall of 2012? See Notes 2b & 4.
How many face-to-face consultations were offered in the Spring of 2013? See Notes 2b & 4.
How many face-to-face consultations were offered in the Summer of 2013? See Notes 2b & 4.
How many face-to-face consultations were conducted in the Fall of 2012? See Notes 2b & 4.
How many face-to-face consultations were conducted in the Spring of 2013? See Notes 2b & 4.
How many face-to-face consultations were conducted in the Summer of 2013? See Notes 2b & 4.
How many online consultations were offered in the Fall of 2012? See Notes 2b & 4.
How many online consultations were offered in the Spring of 2013? See Notes 2b & 4.
How many online consultations were offered in the Summer of 2013? See Notes 2b & 4.
How many online consultations were conducted in the Fall of 2012? See Notes 2b & 4.
How many online consultations were conducted in the Spring of 2013? See Notes 2b & 4.
How many online consultations were conducted in the Summer of 2013? See Notes 2b & 4.
What percentage of the student body had a writing center consultation during the 2012-13 academic year? See Note 2a & 4.
What is the average length of a consultation or tutorial session offered?
Are your writing center consultants undergraduate students?
Are your writing center consultants faculty who teach in the writing program?
Are your writing center consultants faculty who teach in other academic departments?
Are your writing center consultants professional tutors?
Are your writing center consultants volunteers?
Do you have others working as writing consultants?
During the fall of 2012, approximately how many writing center consultants were undergraduate students? See Notes 2b & 4.
During the fall of 2012, what percentage of the writing center consultants were undergraduate students? See Notes 2b & 4.
During the fall of 2012, approximately how many writing center consultants were faculty who teach in the writing program? See Notes 2b & 4.
During the fall of 2012, what percentage of the writing center consultants were faculty who teach in the writing program? See Notes 2b & 4.
During the fall of 2012, approximately how many writing center consultants were faculty who teach in other academic departments? See Notes 2b & 4.
During the fall of 2012, what percentage of the writing center consultants were faculty who teach in other academic departments? See Notes 2b & 4.
During the fall of 2012, approximately how many writing center consultants were professional tutors? See Notes 2b & 4.
During the fall of 2012, what percentage of the writing center consultants were professional tutors? See Notes 2b & 4.
During the fall of 2012, approximately how many writing center consultants were volunteers? See Notes 2b & 4.
During the fall of 2012, what percentage of the writing center consultants were volunteers? See Notes 2b & 4.
During the fall of 2012, approximately how many writing center consultants were other personnel? See Notes 2b & 4.
During the fall of 2012, what percentage of the writing center consultants were other personnel? See Notes 2b & 4.
During the spring of 2013, approximately how many writing center consultants were undergraduate students? See Notes 2b & 4.
During the spring of 2013, what percentage of the writing center consultants were undergraduate students? See Notes 2b & 4.
During the spring of 2013, approximately how many writing center consultants were faculty who teach in the writing program? See Notes 2b & 4.
During the spring of 2013, what percentage of the writing center consultants were faculty who teach in the writing program? See Notes 2b & 4.
During the spring of 2013, approximately how many writing center consultants were faculty who teach in other departments? See Notes 2b & 4.
During the spring of 2013, what percentage of the writing center consultants were faculty who teach in other academic departments? See Notes 2b & 4.
During the spring of 2013, approximately how many writing center consultants were professional tutors? See Notes 2b & 4.
During the spring of 2013, what percentage of the writing center consultants were professional tutors? See Notes 2b & 4.
During the spring of 2013, approximately how many writing center consultants were volunteers? See Notes 2b & 4.
During the spring of 2013, what percentage of the writing center consultants were volunteers? See Notes 2b & 4.
During the spring of 2013, approximately how many writing center consultants were other personnel? See Notes 2b & 4.
During the spring of 2013, what percentage of the writing center consultants were other writing personnel? See Notes 2b & 4.
How are consultants working in the writing center initally trained?
What on-going professional development opportunities are offered for consultants working in the writing center?
How are consultants working in the writing center compensated?
Does your institution have a writing fellows program (course-based peer tutoring)?
How old is the writing fellows program?
How is the writing fellows program funded?
Do the writing fellows work both as fellows and in the writing center?
Do the writing fellows regularly attend the class they are assigned to work with?
On average, how many students does each writing fellow work with for a course?
How are the writing fellows compensated?
Who has primary responsibility for administering the first-year writing requirement?
How is the FYWD position classified?
To whom does the FYWD report?
Was the FYWD hired for this position?
If the FYWD was not hired for this position, how did he/she assume these responsibilities?
Are there others who help to administer the FYW program?
If others help to administer the FYW program, how many?
Who has primary responsibility for administering the WAC Program?
How is the WAC director position classified?
To whom does the WAC director report?
Was the WAC director hired for this position?
If the WAC director was not hired for this position, how did he/she assume these responsibilities?
Are there others who help to administer the WAC program?
If others help to administer the WAC program, how many?
Who has primary responsibility for administering the writing/learning center?
How is the WCD or LCD position classified?
To whom does the WCD or LCD report?
Was the WCD or LCD director hired for this position?
If the WCD or LCD director was not hired for this position, how did he/she assume these responsibilities?
Are there others who help to administer the writing center?
If others help to administer the writing center, how many?
What is the teaching load for writing administrators?
What are the job responsibilities for writing administrators?
Do you direct or administer first-year writing?
For how many years have you directed or administered first-year writing?
Do you direct writing across the curriculum (WAC)?
For how many years have you directed writing across the curriculum (WAC)?
Do you direct writing in the disciplines (WID)?
For how many years have you directed writing in the disciplines (WID)?
Do you direct a hybrid WAC/WID program?
For how many years have you directed a hybrid WAC/WID program?
Do you direct the writing center?
For how many years have you directed the writing center?
Do you direct a basic writing program?
For how many years have you directed the basic writing program?
What is your educational level?
In what academic discipline?
What is your age?
Is English your native language?
With which racial and ethnic groups do you identify?
Do you identify as disabled?
What is your gender?
Do you identify as LBGTQ?
What is your annual salary?
Do you receive additional compensation or release time for directing a site of writing?
What is the compensation?
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What is the "other" content of the second semester FYW requirement? (n=35)
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Results
2nd semester has a much stronger focus on students' research skills and analytical writing
research based with one paper on literature
The second course has a larger research compoenent requried
students choose from Report writing, technical writing, and writing about literature
stronger research component
Second semester focuses on persuasive writing and research
researched argument or technical writing
research/ana;ytical writing (research paper)
research writing and information literacy
Research Writing (4 responses)
research paper
Research methods, citation, documentation, and MLA format are emphasized in addition to those othe checked items.
research based writing concerns
Research based
argument
research and argument (2 responses)
research & argument
research (5 responses)
Policy Argument, Technical Writng, Business Writing
literary analysis and argument
learning to write an extended research paper
deeper coverage of rhetorical content and more research empahsis
critical analysis
Argument/research
argument and rhetoric
argument and research
writing for mass media
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