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The program challenges common misperceptions that “good writing” is universal or simply learned during earlier schooling, emphasizing that college writers must mature and complete increasingly complex literacy tasks tied to disciplinary demands. WIP assigns specially trained graduate teaching assistants as writing coaches to support faculty, describing course structures and scaling across diverse subjects.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/composition-forum-15-the-writing-intensive-program-at-the-university-of-georgia/598760/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/composition-forum-15-the-writing-intensive-program-at-the-university-of-georgia/598760.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why was the Writing Intensive Program (WIP) founded at the University of Georgia?","Question",{"text":112,"@type":113},"WIP was founded in 1997 to strengthen student writing skills in the context of disciplinary demands, responding to faculty concerns about the quality of student writing across disciplines.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What misperceptions about student writing does the program address?",{"text":117,"@type":113},"It challenges the belief that “good writing” transcends disciplinary differences and the idea that students should have learned a fixed set of writing skills before college.",{"name":119,"@type":110,"acceptedAnswer":120},"How does WIP support faculty and students in its courses?",{"text":121,"@type":113},"Each selected WIP course is provided with a specially trained graduate teaching assistant who functions as a “writing coach” rather than a grader, helping faculty navigate disciplinary writing expectations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598760,1792894793,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Composition Forum 15 , Spring 2006  \nThe Writing Intensive Program at the University of Georgia  \nMichelle Ballif  \nGeneral Description:  \nThe University of Georgia’s Writing Intensive Program began—as do many college wide writing initiatives—with faculty concern about the quality of student writing at the university. Acknowledging that the responsibility for this quality—or lack thereof—belongs to all faculty , in all disciplines , not just to first year composition instructors typically housed in the English department , the Writing Intensive Program (WIP) was founded in 1997 to strengthen student writing skills specifically in the context of disciplinary demands .  \nIn so doing, The Writing Intensive Program works against several time honored misperceptions about student writing. The first: faculty perception of a lack of quality student writing is based on the misperception that “good writing”transcends disciplinary differences: it is clear, concise, and grammatically correct. A second misperception is that there exists a proverbial set of “writing skills” that students should have “picked up”—sometime during their K 12 years , but , if not , then surely during their first year composition experience. Both these misperceptions , argues Lee Ann Carroll , in her longitudinal study of college writers , are a function of a “fantasy” that “students should already know how to write for situations they have not yet encountered.” (xvi) .  \nCarroll argues that faculty reports of “poor” or “fair” student writing skills obscures the reality that college students must developmentally mature as writers—not as necessarily “better” writers , but as writers who must write“differently ,” as they are required from year to year, and from discipline to discipline, “to produce new, more complicated forms addressing challenging topics with greater depth, complexity , and rhetorical situation. What are often called ‘writing assignments ’ in college are, in fact , complex ‘literacy tasks ’ calling for high level reading, research, and critical analysis” (xiv) . “When professors assign ‘writing,’ and students are unsuccessful ,” Carroll argues , “professors may assume that students don’t know ‘how to write’” ( 129 30), where in fact , students are being asked to complete increasingly complex and disciplinary specific “literacy tasks ,” which professors may be unable or unwilling to articulate.  \nI’m preaching to the choir, to be sure, but The Writing Intensive Program presumes that student writing “skills”—what Carroll calls more accurately “literacy tasks”—are inseparable from what Judith Langer terms the “ways of knowing”of a particular discipline, and therefore, “[w] riting (and the thinking that accompanies it) [ is] a primary and necessary vehicle for practicing the ways of organizing and presenting ideas that are most appropriate to a particular subject area” (71) . Further (and Langer would concur), writing (and the thinking that accompanies it) is the process by which disciplinary knowledge is constituted, the process by which one “comes to know” knowledge, and the process by which that knowledge is vetted. In short , writing is the academic dialogue that we, as educators , aim to introduce to our students . Hence, to teach writing is to teach the “ways of knowing” unique to any discipline: the methodology of inquiry , the conventions of evidence, the mode of presentation. Such a pedagogical goal , then, assumes that the most effective way to improve student writing is to do so within the context of disciplinary demands under the tutelage of committed faculty across the campus , who are willing and able to “articulate” those conventions .  \nRecognizing that such a pedagogical goal requires new responsibilities for and time demands on participating faculty , the program trains discipline specific graduate students to serve as teaching assistants to support Writing Intensive Program courses . That is , each Writing Intensive Program course, ","cbCaibOjNffJx5Pd","https://ap.wps.com/l/cbCaibOjNffJx5Pd","pdf",202818,"English","# General Description\n## Program origins and purpose\n## Misperceptions about student writing\n## Literacy tasks and disciplinary ways of knowing\n## Teaching assistants and writing coaching\n## Program scope and course delivery models","[{\"question\":\"Why was the Writing Intensive Program (WIP) founded at the University of Georgia?\",\"answer\":\"WIP was founded in 1997 to strengthen student writing skills in the context of disciplinary demands, responding to faculty concerns about the quality of student writing across disciplines.\"},{\"question\":\"What misperceptions about student writing does the program address?\",\"answer\":\"It challenges the belief that “good writing” transcends disciplinary differences and the idea that students should have learned a fixed set of writing skills before college.\"},{\"question\":\"How does WIP support faculty and students in its courses?\",\"answer\":\"Each selected WIP course is provided with a specially trained graduate teaching assistant who functions as a “writing coach” rather than a grader, helping faculty navigate disciplinary writing expectations.\"}]","Composition Forum 15 - The Writing Intensive Program at the University of Georgia | PDF",1792087549,13]