Comm-B Course Requirements

The text below is adapted from the 2021 update to the University’s Comm-B Course Criteria.

Purpose

Comm-B courses are intended to enable learners to communicate clearly within the context of an academic discipline. Each Comm-B course will be a low-enrollment course involving substantial instruction in writing and at least one other form of communication, either in the conventions of specific fields or in more advanced courses in communication.

Objectives

Specific objectives will vary with each discipline, but each course is expected to develop advanced skills in:

• critical reading, logical thinking, and the use of evidence
• the use of appropriate style and disciplinary conventions in writing and other forms of communication
• the productive use of core library resources specific to the discipline
• communication to diverse audiences in ways attentive to differences in backgrounds, values, viewpoints, and experiences.

Requirements

Specific requirements will vary, but each course is expected to include the following:

1. Numerous assignments, spaced throughout the semester, that culminate in products that share the results of research in writing and at least one other mode of communication. The balance among modes of communication may vary, as appropriate to the discipline, so long as students submit at least 20 pages of writing (in multiple assignments, including drafts) and present findings or share their work at least twice in ways commonly used in the discipline.
2. At least two opportunities for each student to be graded for presenting research findings, creative work, or other coursework, in modes other than writing common to the discipline as well as two or more opportunities to be graded for writing. Comm–B courses should also include activities that give students further opportunities to develop and receive feedback on their communication skills in writing and at least one other mode of communication in informal settings such as discussion or brainstorming.
3. At least two assignments that require students to submit drafts, receive and incorporate feedback, and revise. Additional opportunities for feedback and revision would be better yet. At least one individual conference with a course instructor, preferably early in the semester, to discuss the student’s communication skills in the context of course assignments.
4. An information-gathering component beyond a beginning level, normally involving two hours of instructional time with a campus librarian. Such activities should be planned in consultation with appropriate members of the library staff; contact the Director of the UW-Madison Libraries Teaching and Learning Programs (libinstruct@library.wisc.edu) for help in getting started.