Our Mission

We see writing as more than arranging words on a page. Writing is a space for growth, a place where we can become not only more confident and adaptable, but also more attuned to the world around us. Writing is how we think, how we learn, and how we begin to imagine new possibilities for our lives, our work, and our communities.

Through collaboration and active learning, we invite students to develop the habits of mind and heart that allow them to connect with others, to listen and respond, and to shape their communities and careers through the stories they tell.

multicultural students studying together

Principles That Inspire Learning

The six principles that shape our courses are not just guidelines, they are invitations to participate in this ongoing act of meaning-making.

Every act of communication is shaped by its audience, purpose, and context. We invite students to become flexible writers who can listen, adapt, and respond to the shifting needs of each moment. With these skills, they will be able to craft messages that resonate, whether they are writing a blog, a report, or something entirely new.

Writing well begins with seeking out voices and perspectives that help us see more clearly. In a world crowded with information, we guide students in finding, questioning, and weaving together sources that are both reliable and meaningful. Students will learn to listen for nuance, recognize bias, and build arguments that are grounded and thoughtful—skills that will serve them as a trusted voice in any community they join.

Writing is a process—a journey that unfolds through drafting, revising, and reflecting. We will coach students as they experiment, stumble, and discover what works for them. Even the most celebrated writers begin with uncertainty and rough beginnings. The key is to remain open to the process, try new strategies, and trust that growth comes with practice.

Becoming a stronger writer begins with noticing our own habits and choices. When we pause to ask what we do and why it matters, we can start thinking about how we might carry those insights into new situations. Our courses invite students to reflect on their process, to see each writing task as an opportunity to learn more about themselves as thinkers and communicators.

Writing is a communal act. In our classes, students will share ideas, collaborate on projects, and offer and receive feedback. Through these exchanges, students will gain new perspectives on their writing and develop confidence as communicators.Disciplinary Writing: Shaping Professional Voices

The skills students develop here are not just for the classroom; they are the foundation for their work in their chosen field and beyond. We will help students practice the forms of writing that matter in their disciplines, so they are prepared to communicate with clarity and purpose wherever their paths lead.

Writing Program Outcomes

Our writing outcomes help you learn how to read situations, use evidence effectively and communicate in ways that matter. Together, they prepare you to write clearly, ethically and strategically across personal, academic and professional contents.

  • Outcome 1: Recognize how genre depends on situation, audience, and purpose through close reading and analysis of a variety of genres (including those used in personal, public, and academic settings).
  • Outcome 2: Develop compositions that use varying types of evidence, argument, analysis, and/or synthesis based on genre conventions and rhetorical situations.
  • Outcome 3: Create compositions that use multimodal elements and digital technologies ethically to meet the needs of various genre conventions and rhetorical situations.
  • Outcome 4: Demonstrate appropriate conventions, writing tone and style, and design elements for a range of genres, audiences, purposes, and situations.

  • Outcome 5: Identify sources that are accurate, credible, relevant, and appropriate for a variety of genres, situations, purposes, and audiences.
  • Outcome 6: Incorporate evidence, some of which may be derived from personal experience, field research, primary and/or secondary sources to demonstrate an awareness of the larger conversation surrounding an issue.
  • Outcome 7: Integrate evidence appropriately in writing through summary, paraphrase, or direct quotation.
  • Outcome 8: Attribute sources accurately and consistently in-text and end-of-text, using an established style sheet (such as MLA or APA style).

  • Outcome 9: Explain, with evidence, how rhetorical choices (genre, audience, purpose, situation, tone/style, etc) were made throughout a recursive writing process.
  • Outcome 10: Explain, with evidence, how varied strategies and digital tools were used throughout a recursive writing process
  • Outcome 11: Explain, with evidence, how varied strategies and digital tools were used throughout a recursive research process
  • Outcome 12: Explain, with evidence, how digital technology and information were integrated ethically and strategically throughout the writing process.

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