Task Force proposes four year writing program

Students and faculty expressed a generally positive reaction to the creation of a comprehensive writing program, a major component of the Task Force on the Undergraduate Experience's latest interim report.

The report proposes a new emphasis on writing and the writing process in college, and challenges the Tufts community to rethink the way writing is used in undergraduate education.

A combination of writing-intensive classes, consultation with writing fellows, and contact with administration would ensure that undergraduates are writing throughout their four years at Tufts, according to the Task Force.

Several methods for developing writing skills were proposed in the report, including a requirement that sophomores complete several papers in order to declare a major, which would encourage seniors who qualify to complete an honors thesis, and would expect all juniors to take a writing intensive course known as the "Junior Writing Requirement."

Task Force Chairman Gilbert Metcalf said the proposals grew out of suggestions from alumni and faculty who stressed the importance of good writing skills.

While the Task Force did not give concrete recommendations, their report included two "example" programs in order to create discussion, Metcalf said.

Both programs call for all students, regardless of Advanced Placement (AP) scores, to take two English courses during their freshmen year. Currently students who score a 4 on the AP Literature or the AP Language & Composition tests can place out of English 1, and those who score a 5 can place out of the entire first-year writing requirement. Students can also place out of English 2 by getting an A- or A in English 1.

The expansion of the program would add even more sections to what is already one the largest course selections at Tufts. Even with the current exemptions, a total of 108 sections of English 1 and 2 were offered this academic year, according to the English Department.

If every incoming student were required to take these classes, the English department would need almost 200 sections between the two semesters. The sections are currently taught by a combination of professors, lecturers, and graduate students, who lead classes which are capped at 15 students.

But freshman and potential English major Anita Sinha disagrees with the Task Force's proposed requirements. "These courses are seen more as remedial courses, if you got a 4 or 5 you are obviously qualified to write in college."

Many professors and staff members do not feel that is the case, because the AP examinations do not measure the types of skills that are needed in college writing. To accommodate students who normally would have placed out of the freshmen writing requirements, the Task Force has proposed having honors sections of English 1 and 2.

"No matter how good a writer you are, you can always improve," Metcalf said.

The increase in enrollment could aggravate the complaints of many freshmen who criticized the English 1 and 2 enrollment process last fall. Many students were forced to wait and take English 2 in the spring semester after they found every section filled before their registration time.

"Getting into English 1 was an absolute nightmare for people," Sinha said. "And that was with some people having exemptions."

Professor Elizabeth Ammons, who is currently the director of the first year program in the English Department, agrees with the new four-year approach to English requirements. "Writing is an on-going process; no one or two courses can 'fix' it once and for all," Ammons said. "Having the opportunity to spend time on writing skills in courses beyond the first year would be very valuable to students."

At Monday's Open Student Forum, students had mixed opinions on the issue. Some were supportive of the new writing program, while others expressed reservations. "I don't think students should have to take these types of courses throughout college," freshman Sarina Bains said.

Metcalf was quick to defend the proposals, saying they weren't additional requirements, but rather a way to tie together currently disparate parts of a Tufts education.

The cornerstone of these proposals is an increase in the use of writing fellows. The four-year old program has outstanding student writers work with professors and meet with students one-on-one to help edit and revise their work. Proposed changes to the program include having all students submit papers for review and revision by a fellow during their second and third year.

There are currently 27 fellows, and this semester only thirteen professors have signed up for the program. Director of the Academic Resource Center Nadia Medina acknowledged there would need to be a major expansion of the program if the fellows are to assume the role the Task Force's report envisions.

Using more graduate students is one option to increase the number of fellows, Medina said. In addition to meeting with students individually, graduate fellows could also lead discussion groups focused on writing. Graduate fellows were originally a part of the pilot program, but the Academic Resource Center found it difficult to recruit graduate students.

The first year writing program and writing fellows are, according to Metcalf, "good programs but they are narrowly defined." In an effort to incorporate these existing bodies into the program, the Task Force recently met with the chairmen of the programs to discuss the report and its suggestions.

Medina was supportive of the proposals but cautious of any attempt by the Task Force to create an oversight committee for any new, extensive writing program. "People should be encouraged to make their own [writing] programs, and then we should meet and discuss them," she said.

Whatever the opinion of the program coordinators, the faculty has the ultimate authority to change the writing requirements. The Educational Policy Committee and Curriculum Committees have been briefed by the Task Force and will begin to discuss the proposed changes in the next several weeks.