1. The techniques of academic writing within a discipline, or general writing communication skills, must be actively taught in class through lectures, readings, examples of effective writing, in-class practice, etc., and must be part of the learning outcomes as stated on the course syllabus.
2. At least two substantive writing assignments must be assigned by instructors and completed by students throughout the course. These may be cumulative (for example, the second assignment may build on the first).
3. Detailed feedback on how to improve writing, including about clarity, organization, and effectiveness of written expression, must be provided to the students.
4. Students must have the opportunity to improve their work through an iterative process. In other words, students will either be given feedback on an assignment or part of an assignment and be asked to revise it as a follow-up assignment, OR they will be asked to take feedback from a first assignment into consideration in the drafting of a second assignment.
5. Class size will be relatively small, or departments will make use of teaching assistants to help the instructor provide individual writing advice and commentary to students.
6. If the course has a final examination, there will be a writing-intensive component of the exam.
7. A minimum of 30% of the final grade will be based on writing assignments in the course.

As part of the original request for submission, the working group also requested that departments respond to the following two questions. The responses to these questions were used to evaluate the need to revise existing courses and/or the need to develop new courses.

1. Overall, do the students in your major(s) have sufficient writing skills to be successful in their chosen discipline?
2. If any, which writing skills are your students lacking that are necessary for success in their fields?

• ANTH 302.3 - The Practice of Ethnography
• ANTH 310.3 - Anthropology of Gender
• ANTH 405.3 - Anthropology of Disaster and Disruption
• ANTH 421.3 - Anthropology in Time: Early Influences
• ENG 110.6 - Literature and Composition
• ENG 111.3 - Literature and Composition: Reading Poetry
• ENG 112.3 - Literature and Composition: Reading Drama a Writing Intensive course
• ENG 113.3 - Literature and Composition: Reading Narrative
• ENG 114.3 - Literature and Composition: Reading Culture
• ENG 120.3 - Introduction to Creative Writing
• ENG 202.6 - Reading the Canon: Texts and Contexts ENGL 203.6 - Reading English: Critical Approaches
• ENG 204.3 - History and the Future of the Book
• ENG 253.6 - Canadian Literature
• ENG 290.6 - English Linguistics and the History of the English Language
• ESL 116.3 - Reading and Writing of Academic Texts
• HIST 115.3 - History Matters: Ideas and Culture
• HIST 125.3 - History Matters: Indigenous, Colonial and Postcolonial Histories
• HIST 135.3 - History Matters: Gender, Sex and Society
• HIST 145.3 - History Matters: War, Violence, and Politics
• HIST 155.3 – History Matters: Science and Environment
• LING 251.3 - Intercultural Communication
• LING 347.3 - Conversation and Discourse Analysis
• LING 478.3 - Honors Project
• PHIL 115.3 - Introductory Indigenous Philosophy
• PHIL 120.3 - Knowledge, Mind, and Existence
• PHIL 133.3 - Introduction to Ethics and Values
• POLS 245.3 - Topics in the Politics of Developing Countries
• POLS 323.3 - Aboriginal Policies and Programs
• POLS 328.3 - Public Policy Analysis
• POLS 422.3 - Aboriginal Development Strategies
• INTS 203.3 - Cultivating Humanity
• PSY 323.3 - Qualitative Study of Lives and Social Practices
• PSY 355.3 - Research in Advanced Cognitive Science