Embracing the university’s mission to better serve our student body, the Department of Languages and Culture Studies (LCS) is expanding the online course offerings of the writing-intensive course SPAN 3019(W) Hispanic Women Writers in Translation. While this course offers many potential advantages, there are some unanswered questions about student learning and teaching effectiveness. For example, how do student perceptions differ in online courses versus face-to-face (F2F) delivery, specifically in W courses? Despite schedule-related advantages, among others, what are student perceptions about this mode of delivery with a Partially Flipped Classroom (PFC) pedagogy? How does the mode of delivery affect the students' achievement of learning outcomes? These questions are at the core of our project. The main objectives are to evaluate the impact of this instructional method and mode of delivery on student perceptions of the course, and to gain insight into student learning in such a course. We intend to perform a comparative study of F2F versus online sections of SPAN 3019(W) by performing direct and indirect assessment to compare the outcomes between the two groups. Direct assessment will include summative assessment that uses student performance in multiple writing assignments. Indirect assessment will include multiple questionnaires that assess student perceptions of learning. The data analysis will include descriptive statistics, correlation analysis, and parametric group comparisons using t-tests. If successful, this course could be offered over the summer with higher enrollments, thereby providing students opportunities for early graduation.