First Writing Requirement

Executive Summary 

The University of Virginia assessed the First Writing Requirement (FWR) to determine how well student writing demonstrates key learning outcomes. In compliance with requirements from the State Council of Higher Education for Virginia (SCHEV) and the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), the University evaluates core competencies in written communication, critical thinking, and information literacy as part of the general education curriculum. Faculty led the assessment of student work from FWR courses to provide program-level evidence of student learning and to support continued excellence in the Writing and Rhetoric Program. 

In August 2025, eight raters with experience teaching FWR courses participated in a multi-day assessment summit. They completed a structured calibration and training session to ensure consistent use of the program rubric, then independently scored student artifacts. Each artifact was read by two raters. The University Assessment team collected 727 eligible artifacts from Fall 2024 and Spring 2025 FWR courses, selected a systematic random sample of 300 artifacts, and anonymized them before scoring. 

Most student work was rated Proficient or Highly Proficient on the program rubric. Students performed the strongest in Sentence-Level Style and Readability, as well as Organization and Structure. Results indicate more opportunity for growth in Critical Inquiry and Rhetorical Awareness. Raters highlighted the importance of assignment design and recommended that instructors and Program leadership create and support more inquiry-driven assignments. 

The Program used assessment findings to inform professional development activities. The Program adopted a common structure for inquiry-based major writing projects in the graduate pedagogy course. This change is intended to strengthen graduate student preparation in designing major assignments that develop students’ critical inquiry skills in FWR courses.