Written Communication at NC State


The Pack Proficiencies (General Education Competencies), including written communication, develop through multiple and sustained experiences across the General Education Program (GEP). ENG 101 provides a foundation for written communication. It is expected that the communication-in-the-major co-requisite provides additional support to build upon that foundation.

Written communication is the purposeful development,

expression, and revision of ideas in writing for specific

audiences. Effective written communication follows

appropriate genre conventions and may include a combination

of text and other media.


Writing is purposeful and varies according to context. As such, a generally educated NC State student will produce writing in a variety of genres that follows conventions appropriate to the intended audience and purpose.

Writing is a complex, nonlinear process. As such, a generally educated NC State student will be able to use various strategies for planning, developing, revising, and polishing texts.

Writing often builds on the work of others and strategies for locating and criteria for evaluating information vary according to context. As such, a generally educated NC State student will locate, evaluate, and synthesize the work of others in ways that are appropriate to the writing context.

Written Communication Outcomes Map

Assessment of Written Communication

Current Assessment Activities

In fall 2018, the scenario-based writing task was administered in-class to 256 students enrolled in ENG 101. Six ENG 101 faculty partnered with the Office of Assessment to score 138 products from first-year students. Prior to scoring, faculty participated in a rubric norming session led by the Office of Assessment. Results from the fall first-year and spring senior assessments were shared at a meeting of the Council on Undergraduate Education and the Academic Policy subcommittee of the Faculty Senate. The Office of Assessment worked with the Written Communication Competency Champion, Dr. Casie Fedukovich, to share the data with campus stakeholders. The Office of Assessment then planned to partner with the First Year Writing Program in spring 2019 to assist in the facilitation of their program assessment.

In spring 2019, the Office of Assessment administered the scenario-based writing task to seniors in colleges that were underrepresented during the spring 2018 data collection cycle. This resulted in more data being collected from seniors in the College of Design and the Poole College of Management. Three faculty members from the Department of English were recruited to score 57 student products; Office of Assessment staff led a rubric norming session and trained faculty to score student products using the common rubric. Assessment staff will analyze the data and return it to the respective colleges for use in Academic Program Assessment.

Office of Assessment and the First Year Writing Program’s (FYWP) partnered to analyze data from ENG 101 courses for the dual purpose of FYWP program assessment and General Education Competency assessment of Written Communication. Faculty teaching sections of ENG 101 collected student products for a common assignment; in May faculty met to norm on the rubric and score student products over 1.5 days. Faculty scored 254 student products at least twice; Dr. Casie Fedukovich led the norming session and served as the dedicated third scorer. The Office of Assessment conducted an analysis of the data during the summer and will return the results to the FYWP for program improvement.

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