• Courses at either the upper or lower division level in which the course grade is directly tied to the quality of the student's writing as well as to knowledge of the subject matter, so that students cannot pass the course who do not meet minimal standards of writing competence.
• Courses requiring a significant amount of writing—minimally ten to fifteen finished pages beyond informal writing and any in-class examinations. Note that the page guidelines may be met with an assortment of short assignments that add up to the total; 10-15 page papers are not mandated.
• Courses in which students are given instruction on the writing aspect of the assignments
• Courses in which assignments include at least one for which students are required to revise a draft and resubmit after receiving feedback from the course instructor or graduate teaching assistant. Otherwise, writing assignments may be of various kinds and have various purposes, as appropriate to the discipline.

• Students matriculating in Fall 1999 and thereafter are required to take four WI courses in addition to First-Year Writing, as currently required by various units and offered by the department of Writing Studies.
• To avoid multiplying requirements, many (but not all) WI courses will be those already fulfilling Liberal Education Core and Theme requirements.
• At least two of the four required courses must be taken at the 3-level or above, one of which needs to be in the student's major.
• Upper division WI courses whose primary focus is writing instruction will count as fulfilling two of the four WI requirements; such courses cannot substitute, however, for freshman writing or for the one course minimum WI requirement in each major or program area.

• It is expected that, at a minimum, one upper division WI course will be offered within each major or program area.
• More than one WI course per major is certainly encouraged, especially in the case of majors with few electives.
• The Provost's office will allocate recurring funds to the undergraduate-admitting colleges to use in the ways they consider most conducive to implementing this new structure of writing instruction.
• The Center for Writing offers numerous resources on its site, and a variety of support services for instructors who teach with writing.
  

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