Policy & Guidelines

Common policies to consider for your writing program

Instructor handbook
- Consider a separate handbook if you have graduate students teaching in your program
Example syllabi and assignments

Or: how to work around too little and too much information, using takeaways from Marisa’s dissertation study.

Many WPAs in 2020 found themselves adding communications and information onto piles of other information coming from other parts of their institutions. In these cases, repetition is your friend, especially so if you can synthesize and summarize important information that appears in longform elsewhere.
- For example: “Our Dean sent you an email today with some basics on how to move your course online. Please refer to that email if you need more assistance.”
- The same goes for information you provide: “We have attached a document with information on how to move your course online. In short, the four basic steps are…”
Don’t be afraid to add onto or change your previous communication based on more information. Many WPAs in 2020 sent out one email, saw an email from a President or Provost later that day, and then replied-all to the original email to bring it in line with new information.
- Also, most of the emails in my study were aware that they were not definitive: “Watch your email for more information as we find out more.”

Move #1: Here’s what to prepare.

These emails typically had a to-do list attached for navigating new policy, such as putting certain information on the LMS or emailing students.
WPAs encouraged instructors to assess how students were equipped for the change; also provided resources for instructors not equipped for the change.
Others came with specific asks so the WPA could know what was going on in terms of preparation. Some WPAs asked for a syllabus addendum that described certain new policies as the courses moved online; others opted for quicker check-in methods.
- One WPA asked instructors to just respond to an email with a color: “green” meaning they are ready to go, “yellow” indicating they’re having a few problems, and “red” meaning they require immediate assistance.

Move #2: Here’s where to find more info or support.

Many WPAs felt the need to include external resources–almost like they were writing a short literature review for their instructors.
Some emails included guides and tutorials made within the department, either generated entirely by the WPA/team or as a share folder for instructors.
Of course, many WPAs reminded instructors to reach out with questions for support.

Move #3: Here’s where we’re all still humans.

Many WPAs acknowledged the difficulty of the COVID-19 situation.
Some even acknowledged the email was very long.
Many encouraged flexibility with students.
Many encouraged instructors to just do the bare minimum needed to move their courses online.