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Writing-Enhanced Curriculum
Writing-Enhanced Curriculum (also known as Writing-Enriched Curriculum or WEC) is a movement that scholars have recently started to implement in composition programs across the U.S. With its basic premise reflecting WAC's integration of writing throughout all student's courses, WEC aims to focus on faculty involvement in devising a writing program that is effective and relevant for students in their various fields.

The principles of WAC and the WEC model
Because WEC closely reflects WAC, the principles that Barbara Walvoord gives to devise a WAC program are similar to Pamela Flash's WEC model at the University of Minnesota. James K. Elmborg's work on information literacy and WAC summarizes Walvoord's characteristics of creating a WAC program as:
 * Including colleagues from various disciplines, including teaching assistants and students, as they will all be affected by the WAC program the most.
 * Discussing what needs and concerns need to be met with a WAC program and who will be willing to dedicate time to implementing the curriculum.
 * What changes will be made to address this-- whether it be in school-wide assessments, writing centers or classroom methods
 * School administrators will then oversee and facilitate WAC but should not be seen as dictators.

Similarly, the Pamela Flash's model at the University of Minnesota reflects the same idea of coming together with faculty members from various fields throughout the curriculum and implementing these changes cohesively. The main point of difference between WAC and WEC, however, is that WEC requires faculty to maintain ongoing assessment of how the program is affecting their students and to make changes, if necessary. In comparison, WAC does not require routinely assessment as part of its model like WEC.

Writing-Enhanced Curriculum
Writing-Enhanced Curriculum (also known as Writing-Enriched Curriculum or WEC) is a movement that scholars have recently started to implement in composition programs across the U.S. With its basic premise reflecting WAC's integration of writing throughout all student's courses, WEC aims to focus on faculty involvement in devising a writing program that is effective and relevant for students in their various fields.

Origins of WEC
WEC is a developing concept relating to WAC that was popularized by Pamela Flash and her colleagues at The University of Minnesota. Flash is the university's director of Writing Across the Curriculum, founding director of the Writing-Enriched Curriculum and co-director of the writing center and is credited with the development of the WEC model. Flash is the university's director of Writing Across the Curriculum, founding director of the Writing-Enriched Curriculum and co-director of the writing center and is credited with the development of the WEC model. As a pioneer of the WEC writing instruction model, the University of Minnesota has had its faculty enroll up to 5 units of WEC plans per year into the undergraduate curriculum for up to 10 years.

The WEC Model
According to the University of Minnesota, WEC is an instructor motivated method to ensuring effective writing across the curriculum. The WEC model created and implemented by the University of Minnesota involves a three-step plan to maximize the rate and accuracy of writing across the curriculum. The first is forming an effective plan. The outlining of plans is attempted through collaborative discussions between numerous departmental faculty and specialists in both writing and assessment and the consideration of previous attempts at effective writing instruction. Some of the content under consideration include writing assessments, locally collected data, stakeholder surveys and writing expectations from instructors. The outcome of this meetings is pronounced expectations and plans for relevant instructions to be implemented in the curricula. The next step is the application of the plan into the undergraduate curriculum and assessing Undergraduate Writing Plans (Molly B). Integrating the WEC model is anticipated to show improvements in writing instruction at a rate that would meet faculty expectations. The permitted writing plans are tested for 1-3 academic years through multiple outlets; writing workshops, seminars, additional research. The effectiveness of the writing plans on student writing is then finally assessed by a subcommittee of the Faculty Senate; the Campus Writing Board. The writing plan assessment is done through results from student writing assessments, panel ratings of students writing against faculty expectations and criteria, the results are then used to guide future writing plans.

The principles of WAC and the WEC model
Because WEC closely reflects WAC, the principles that Barbara Walvoord gives to devise a WAC program are similar to Pamela Flash's WEC model at the University of Minnesota. James K. Elmborg's work on information literacy and WAC summarizes Walvoord's characteristics of creating a WAC program as:
 * Including colleagues from various disciplines, including teaching assistants and students, as they will all be affected by the WAC program the most.
 * Discussing what needs and concerns need to be met with a WAC program and who will be willing to dedicate time to implementing the curriculum.
 * What changes will be made to address this-- whether it be in school-wide assessments, writing centers or classroom methods
 * School administrators will then oversee and facilitate WAC but should not be seen as dictators.

Similarly, the Pamela Flash's model at the University of Minnesota reflects the same idea of coming together with faculty members from various fields throughout the curriculum and implementing these changes cohesively. The main point of difference between WAC and WEC, however, is that WEC requires faculty to maintain ongoing assessment of how the program is affecting their students and to make changes, if necessary. In comparison, WAC does not require routinely assessment as part of its model like WEC.