By Fall 2009, all curricular programs will incorporate writing as a tool to strengthen instruction and student learning within the discipline.  Faculty members, prepared through development activities and assisted by mentors, will lead the integration of writing. Activities, assessments, and training will continue to be developed and refined each semester as integration continues. Writing skill requirements vary among programs; therefore, writing activities will be tailored to fit the context of the discipline.   For example, business graduates may require writing skills that speak to audiences in formats that are very different from automotive technology graduates.  The project will consider these variations by encouraging writing that is appropriate to the subject taught. The following approaches to writing instruction will be emphasized as faculty and mentors work together to develop writing activities: 1.    Writing will be used as a tool for learning, thinking, and         communicating. 2.    Written communication activities and assessments will be         incorporated regularly and consistently throughout each         program.         a.    Writing assignment guidelines will be clear and explicit         b.    Writing activities will engage the student         c.    Writing will address specific audiences         d.    Writing activities will become progressively more                 complex and challenging for the student 3.    Writing will be integrated within the context of the discipline         (contextual learning).         a.    Activities will be pertinent to the course and program         b.    The value and role of writing in the discipline will be                 visible to students   4.    Students will have time to create, demonstrate, incorporate,         and reflect upon the skills they are learning.         a.    Self-assessment will be a method for students to become                 better writers and learners         b.    Students will strive toward model work by re-writing                 regularly         c.    Structured methods of peer review will be incorporated                 as appropriate 5.    Faculty will modify their instructional approaches based on         the needs of the particular student or group of students. 6.    Faculty and staff will model effective writing skills.