Exciting changes in the GWAR program are being implemented to help students satisfy the GWAR promptly and avoid delays in their graduation. The biggest change is that the WPE is being used as a diagnostic tool to place students in the most appropriate pathway to GWAR success. Effective Fall 2010, students are required to complete a GWAR path based on their WPE scores, and they are expected to satisfy the requirement in 1 year. You will find pathway details on the Students page. For information about GWAR courses, go to GWAR Courses.
To ensure that students get the best possible advice about their GWAR options, GWAR advisors are now located in the University Center for Undergraduate Advising (UCUA). To schedule an advising appointment or request information about the GWAR program, contact Linda Sarbo, GWAR Coordinator at Linda.Sarbo@csulb.edu.
Designated sections of English 301B are offered through the College of Continuing and Professional Education (CCPE) for international students. International students should contact the Center for International Education for course schedules and permits. Designated sections of English 301B are also offered for returning students. Returning students should contact Linda Sarbo, GWAR Coordinator at Linda.Sarbo@csulb.edu for course schedules and permits.
Writing Across the Curriculum (WAC) is a pedagogical movement that began in the 80s as a response to a perceived deficiency in literacy among college students. WAC is premised on theories that maintain that writing is a valuable learning tool that can help students synthesize, analyze, and apply course content.
The Writing-to-Learn approach to WAC typically employs journals, logs, microthemes, and other primarily informal writing assignments. This approach is grounded in learning research that suggests that when students write reactions in their own words to information presented in class or in reading assignments, they tend to comprehend and retain information better. In addition to improving students’ engagement in the material, because students write more frequently, they either maintain or improve their writing skills.
The following resources demonstrate how you can incorporate writing-to-learn activities in your classes.