The Georgetown University Writing Program serves the campus in four ways:
- Coordinating the required first-year writing course, WRIT015:Writing and Culture Seminar
- Assisting undergraduate programs address the Integrated Writing requirement within the major
- Providing one-on-one support to students at all levels through the Georgetown Writing Center
- Offering advanced and graduate courses on writing and rhetoric within the Department of English
- Dr. Sherry Linkon
Director of Writing Curriculum Initiatives
- Dr. David Lipscomb
Interim Director of the Writing Center
- Dr. Matthew Pavesich
In Fall 2014, WRIT-015: Writing and Culture Seminar replaced the current first-year writing course, Humanities and Writing I. The Writing and Culture Seminar reflects a national trend toward foundational reading and writing seminars focused primarily on strengthening student writing. While WRIT-015 allows for a wide range of approaches, themes, and course readings, it is taught by faculty committed to a coherent set of course goals and guidelines that emphasize writing as a rigorous, iterative intellectual process.
As part of the Georgetown Core, this course is required of all undergraduates, with some exceptions based on Advanced Placement and International Baccalaureate test scores. See your school’s guidelines for details.
The Georgetown M.A. program trains students in the teaching of writing through a combination of coursework, direct individual and group mentoring from faculty, and hands-on, practical experience in apprentice-teaching and peer-tutoring settings. Students have the opportunity to take graduate-level courses on writing, rhetoric, and the teaching of writing. Graduates of our program go on to doctoral studies in rhetoric and writing as well as to teaching positions at local colleges, public and private schools, and community organizations.
The Georgetown University Writing Center is a free resource open to all enrolled Georgetown students. Graduate and undergraduate students trained in teaching writing assist students from every program (graduate, undergraduate, School of Continuing Studies, and summer programs) at any stage of the composing process.
The Georgetown Writing Study
In 2010, the Georgetown University Writing Program and the Center for New Designs in Learning and Scholarship (CNDLS) launched the Georgetown Student Writing Study to assess student writing across the university. Although the study was part of a larger assessment project for Georgetown’s Middle States accreditation, the benefits of the project have extended beyond these original requirements. What started out as an assessment project now provides a robust forum for pedagogical and curricular design and faculty development.
Bottlenecks and Thresholds (BTI)
The BTI is a course design initiative to help faculty improve students' disciplinary thinking and deepen student engagement through writing. Faculty and graduate students from across the university participate in professional development activities to examine and assess their own pedagogy and, in consultation with CNDLS and the Writing Program, to make course interventions. In a variety of related fields and programs, Writing Program mentors work with graduate course assistants to support the teaching of writing across the campus.