Here is a random list of strategies I use to communicate high expectations.

1. In addition to the typical aims and objectives included in most syllabi associated with writing courses, there is a special section under "Instructor's Additional Expectations" in the 401/G syllabus that conveys high expectations.

Instructor's Additional Expectations

• Write the best paper(s) of your life and make your instructor famous by submitting something for publication. I collect student acknowledgments—not stamps, coins, beanie babies, etc.



• Have your own individual goals, agendas, and projects that you are working towards in this class, challenging yourself all the time;



• Learn something about writing that you have not had a chance to learn until now and that you consider important to learn before you graduate;



• While experimenting with form, content, style; be involved in self-exploration and self-discovery;



• Show the reader how your mind works;



• Never stop drafting. Get into the habit of writing something every day

2. The Syllabus states that grades are based on the quality of students' work and not on their effort. Effort doesn't always translate into a high-quality product. In this course, both process and product are emphasized.

3. I insist that students do meaningful work all the time and avoid mechanical busy work. They should not use clichés, dummy runs, and “padding” in their posts, papers, or feedback.

4. As described in the Syllabus, I want students to challenge themselves, to take risks and experiment with their writing, leaving their comfort zones.

5. Examples from previous semesters are used to establish standards in the course. The examples range from paper assignments, through giving feedback, establishing best practices, to reading responses, and digital portfolios.