Review, Reflection and Redirection in a Writing Program

Abstract

With this paper I want to open a discussion about the nature of undergraduate writing programs. In particular as tertiary institutions make claims for relevance and development of graduate qualities in an undergraduate education, we can examine the role and place of writing programs. How should they be framed? What should they offer students? What emphases are important? I describe the development of an undergraduate award in Professional Writing and Communication. I will consider the original design and then the evolution of the award over five years. The theoretical assumptions underpinning the award are described. Revisions have been made to the award as teaching staff have responded to student needs and to perceived changes in workplace and professional environments. By describing the award, I hope by implication to illuminate and thus raise issues that seem central to the role and place of writing awards in the Australian context.