General Education Curriculum Communication Intensive courses:
examples and assignments
The following course assignments are keyed to the Communication Intensive General Education Requirements (categories 2 through 8):
| CATEGORY | STUDENT OBJECTIVE | |
| 1 | Literature | To read major literary works critically with appreciation and understanding. |
| 2 | Arts | To appreciate the arts; to understand the arts as a vehicle for human expression. |
| 3 | Numerical Understanding | To understand and manipulate numeric data; to respond to arguments and positions based on numbers and/or statistics. |
| 4 | Natural Sciences | To understand basic scientific concepts; to appreciate how these concepts are verified through experimentation and observation; and to become knowledgeable and responsible citizens in dealing with the challenges of a sophisticated technological society. |
| 5 | Historical and Philosophical Understanding | To identify and analyze the significant ideas and events of human history by understanding cause and effect relationships through historical and philosophical investigation, narration, and synthesis. |
| 6 | Social Sciences | To analyze and interpret social, economic, and political phenomena and human though processes using the techniques and procedures of the social sciences. |
| 7 | Social Institutions | To identify, describe, and understand the workings of important social, economic, and political institutions and the relationship of individuals to these institutions. |
| 8 | International Perspectives | To understand the nature of significant international systems and to step outside the contraints of one's own society. |
| 9 | Oral Communication | To develop greater proficiency in English or a foreign language in general and discipline-specific settings. |
| 10 | Written Communication | To develop greater proficiency in writing effective, researched academic texts in the English language. |
The following links may be useful as you develop your writing assignments:
- Creating Writing Assignments (from Massachusetts Institute of Technology)
- Designing Effective Writing Assignments (based on Lindemann, Erika. A Rhetoric for Writing Teachers. NY: Oxford, 1995. 214-215.)
- Designing Effective Writing Assignments (from University of Maryland University College)
- Developing Effective Writing Assignments (from SVSU Faculty Teaching/Learning Institute)
- Scaffolding Formal Assignments (from Colorado School of Mines)
We also encourage you to explore the variety of assignments and class activities provided by your colleagues, and invite you to submit your own successful assignments to any member of the UWC: University Writing Committee.