At last week’s workshop, Megan communicated some of the standards of “writing intensive” courses that have emerged in national conversations among people who teach writing. Both in the workshop and in a subsequent email exchange, we’ve wrestled to understand just what “writing intensive” should mean for our JS courses. As Tom wrote in one email, perhaps the most salient question is pedagogical. I’ll reproduce his questions here, and join him in hoping to hear more about what others think: What are the pedagogies that make sense in other disciplines? How might we understand the commonalities among those pedagogies? How might we articulate them as part of an ongoing process that will make the Junior Seminar requirement a coherent–indeed absolutely central–part of our students’ academic experiences?