Western Writes Collaboration


Western Michigan University is the only place where students learn to write well in their disciplines through collaboration among faculty in all majors and campus writing experts.


  • STUDENTS will get opportunities to learn to use proven strategies to write for readers in their majors, in multiple classes,  and for future jobs; opportunities to learn to review written projects effectively so they can revise more effectively; and opportunities to develop personal proofreading guides that will clarify individual grammar and usage concerns while acknowledging dialect and context differences in correctness.
  • FACULTY will get opportunities to collaborate with writing instruction experts to revise current writing assignments or develop new ones that will help students understand the needs of readers in their fields; opportunities to collaborate with writing instruction experts to develop effective peer review guides students can use via E-learning, in class, or outside of class to discuss writing revision successfully; and opportunities to help students attend to and learn about their own grammar and usage needs while recognizing and honoring dialect and context differences in correctness.
  • EMPLOYERS will get Western interns and graduates who are prepared to write effectively on the job, to offer useful input to co-workers’ writing, and to understand how dialect and context differences function in communication.


Western’s baccalaureate writing classes and other class efforts to help students write in their disciplines will be improved through these initiatives:

  • (A.) Collaboration between faculty  and campus writing instruction experts will generate improved student writing and better informed campus writing assistance.
  • (B.) New or revised discipline-specific assignments will draw on content, writing, and writing instruction knowledge of faculty in all majors and writing and rhetoric knowledge of campus writing experts.
  • (C.) Assignment-specific peer review guides will help students understand the needs of readers in their disciplines and in writing assignments in their majors.
  • (D.) Rhetorical reading guides developed for each new or revised assignment will help students, faculty, and those offering writing assistance discuss readers’ needs and effective writing moves useful in discipline- specific writing.
  • (E.) Introduction of students’ personal proofreading guides as a common teaching strategy  will help campus embrace the equality of dialects, respect differences in students’ language use, view standard grammar and usage rules as features of one dialect, and encourage students to proofread assignments strategically.