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College of the Atlantic places an extremely high value on effective writing. Writing is an essential skill for almost all fields of study. We also recognize that students have many different learning styles, and that for some, writing can be a difficult and even intimidating process. As such, we have developed a writing requirement that is both rigorous and flexible.
Writing Requirement:
There are two components to the writing requirement:
Entering students: All students who enter COA with fewer than 9 COA credits must take one writing class or two writing-focused classes within their first five terms at COA.
Writing-focused classes are designated WF in the catalog; writing courses are designated W. Students who have scored a 4 or 5 on the AP English exam are exempted from this requirement. The writing program director may also exempt entering students; these must be documented in writing.
Matriculating students: The goal of the second phase of the writing requirement is to ensure that all students write at the college level, and the college has committed to supporting students as they work toward fulfilling this requirement. When students have completed or transferred in 15 COA credits, they must submit a portfolio to the writing center. This portfolio, which is reviewed by the writing program director and another member of the team of faculty reviewers, should include three or four essays written for courses; at least one of these essays must be analytical or argumentative and one must be between 5-10 pages. These essays are reviewed to ensure that students write coherently, can organize a paper so that the writing moves logically from sentence to paragraph to paper, write sentences that do not interfere with the author's intent or meaning, and use sources consistently and appropriately. When students demonstrate that they can clearly explain or address an issue and formulate and support a coherent and logical argument without significant mechanical or grammatical errors, they will have met the second component of the writing requirement.
Students whose writing is flawed by minor mechanical errors or minor errors in documentation will be asked to work with a writing tutor. Students with more serious writing issues will meet with their advisor
 and the faculty reviewer and/or the writing program director to collaboratively develop a plan to improve their writing. The plan should be individualized to student's needs, abilities, and learning style. In addition, the development and implementation of the plan should not only be supportive but should allow the student to achieve a higher level of writing competency.
The plan, which must be specified in writing, may include, but is not limited to, the following: taking an additional writing or writing-focused course, working on writing in other courses, or working on a regular basis in the writing center. A copy of the plan must be given to the student, advisor, and writing program director. When a student completes all of terms of the plan, he or she will have successfully fulfilled the second part of the requirement.
Ideally the writing plan should be designed so that it can be reasonably completed in three terms. Students who fail to meet the requirement by the end of their third year or are not working consistently on the plan may be placed on academic probation at the discretion of the team of faculty who developed the plan. The academic dean will work with the student and the team to ensure that the plan is completed or adjusted as needed.
If before the end of a student's second year, persistent and significant writing difficulties are identified, the student and his or her advisor may form a team to develop a plan that best meets the student's needs.
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