The Office of the Campus Writing Coordinator, in conjunction with staff in the Office of Assessment and Research Studies in the Division of Undergraduate Education and faculty across campus, regularly conducts research into and assessment of writing pedagogies, curricula, and programs throughout UCI. The goals of such assessment include the following:

to foster dialogue about effective writing pedagogies across the disciplines;
to develop and share best practices in writing instruction;
to raise the level of scholarly and pedagogical discourse about writing and writing instruction;
to assist faculty in developing discipline-based writing pedagogies;
to promote research into writing studies as a significant scholarly enterprise.

Upper Division Writing Assessment

The CWC has recently completed four years of upper-division writing assessment and three years of lower-division writing assessment. UDW assessment samples student writing from across the campus, focusing on upper-division writing courses that introduce students to the major genres and discourses favored by particular disciplines.

2008 — focus on Social Ecology and WR 139 (Advanced Composition, offered in the School of Humanities)
2009 — focus on Engineering and Biological Sciences
2010 — focus on Humanities, Social Sciences, Information and Computer Sciences, and Physical Sciences
2011 — focus on Arts, Education, Humanities, and Social Sciences
2012 — focus on Business and Nursing


LDW assessment includes assessment of final research-based papers composed when students complete lower-division writing in the Composition Program, the Humanities Core Course, or the First-Year Integrated Program.


The CWC is in the process of reviewing these assessments to determine what curricular and/or programmatic changes would be suitable for recommendation.

Other Assessment Reports

The following documents are reports of previous assessments of various UCI writing programs and courses that have been completed within the last five years:

Comparison of Lower-Division Programs: English Composition and Humanities Core: This project, a two-day reading assessment of random samples of HCC and Composition capstone research papers, established that HCC and Composition Research essays were comparable in level of writing achievement on twelve selected writing outcomes.

English Composition Student Survey Report: The purpose of this survey was to determine first-year students’ perceived self-achievement of the Composition Program learning outcomes as a function of course enrollment history.

Initial assessment report for the First-Year Integrated Writing Prgram
Two-Year Retrospective Assessment Report of the First-Year Integrated Writing Program: This project, a reading assessment of random samples of FIP capstone research papers, established FIP students’ levels of writing achievement on twelve selected writing outcomes.

Upper-Division Writing Student and Faculty Survey Report: The purpose of this study was to gather evidence about the efficacy of W courses from the perspective of both faculty instructing the courses and students currently enrolled in these courses as part of a larger effort to assess undergraduate writing at UCI. Both surveys were modified versions of the surveys used previously by the Committee on Educational Policy (CEP) for a comprehensive review of the upper-division writing requirement at UCI.

Peer Tutor Program Report, 2007-2008
Peer Tutor Program Report, 2008-2009

“The ‘Write’ Context: Embedding Information Literacy.” (Click on the Journal of Information Fluency.) By Jonathan Alexander, Cathy Palmer, and Kevin Rumminson (UCI). An initial report on assessment efforts jointly undertaken by the CWC and the UCI libraries to measure student gains in information literacy skills in first-year composition courses and in library tutorials.

Comparison of Writing 39C: Online and Face-to-Face Courses: A 2011 pilot study of online versus face-to-face courses

2012 Summer Writing 39C Assessment: A study of Writing 39C courses offered in Summer 2012, assessing student performance across online and offline variants.