Create an informal writing project. For example, ask algebra students to write the steps used in solving a particular equation; this process will force them to concentrate and reflect. The University of Wisconsin at Madison suggests a "fifty word" assignment requiring students to summarize the point of a reading assignment in one complex sentence. After a lecture, students can assess their insight or confusion by writing a one-minute response paper. You do not have to grade these assignments or mark grammatical errors.
Encourage collaborative writing. If you teach sociology, have small groups focus on a relevant issue. Each student could be responsible for writing a short analysis about a relevant newspaper article; as a group, students could organize an introduction and conclusion to unify their individual articles, create a bibliography and make a group presentation.
Create rubrics (grading sheets) to assess collaborative and formal writing assignments. Typically, a rubric has categories and rankings for evaluation. For example, a science report might assess these areas -- introduction, methods, results, discussion and language conventions -- and provide descriptive rankings from 1-4 for each. Most of the grade would focus on content; however, students who do not proofread or clarify their meaning could face a penalty.
Develop a formal individual writing project. Manhattan College emphasizes the need for providing a sequence for each stage of the assignment, including prewriting, drafting, revising and editing. To provide feedback, you can skim the drafts, schedule face-to-face conferences or require a peer review process in class. Give students a copy of the rubric before the due date and allow them to self-assess their papers. If possible, require students to submit an electronic copy of their paper to plagiarism detection software. Such steps can produce a better quality of writing.
Resist the urge to mark everything in a formal written assignment. You may wish to mark only the first two pages or focus on one or two major problems throughout a weak paper. Content-area instructors who feel unsure of their usage or grammar skills should limit their language analysis to areas of major concern (proofreading and clarity of expression) and focus on content and organization. As you become comfortable with WAC, you can hone your rubrics for future writing assignments.