Writing across the Curriculum (WAC)

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Writing across the Curriculum (WAC)

1 .

Writing Centers and Writing across the Curriculum Programs: Building Interdisciplinary Partnerships
by Robert W. Barnett, Jacob S. Blumner. 224 pgs.

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Writing Centers have traditionally been viewed as marginalized facilities within their institutions. This book challenges that view by examining the evolving theoretical, practical, and institutional relationships between Writing Centers and Writing Across the Curriculum (WAC) Programs at the secondary and postsecondary levels. Based on their experiences at particular institutions, expert contributors present a variety of approaches for establishing and developing effective partnerships between Writing Centers and WAC Programs. These partnerships have been given relatively little consideration in the larger field of composition and rhetoric. By deepening our knowledge of the merging of these two specialized areas of scholarship, the volume sets the foundation for more advanced research. The contributors present different perspectives that accurately portray the true diversity of Writing Center/WAC partnerships and their compatibility with larger institutional missions.

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Title Page

Contents

Acknowledgments

Introduction

1: The WAC/Writing Center Partnership: Creating a Campus-wide Writing Environment

INTRODUCTION

CONCLUSION

WORKS CITED

2: The Writing Center as Ambassador Plenipotentiary in a Developing WAC Program

WORKS CITED

3: Authority and Initiation: Preparing Students for Discipline-specific Language Conventions

WORKS CITED

4: Neither Missionaries Nor Colonists Nor Handmaidens: What Writing Tutors Can Teach WAC Faculty about Inquiry

WORKS CITED

5: Finding Common Ground When WAC Writing Center Directors Meet Neurotic Pride

WORKS CITED

6: When a Writing Center Undertakes a Writing Fellows Program

WORKS CITED

7: A Writing Center without a WAC Program: The De Facto WAC Center/Writing Center

WORKS CITED

8: Writing Centers as WAC Centers: An Evolving Model

WORKS CITED

9: Situating Writing Centers and Writing Across the Curriculum Programs in the Academy: Creating Partnerships for Change with Organizational Development Theory

WORKS CITED

10: Creating a Virtual Space: The Role of the Web in Forging Writing Center/WAC Connections

WORKS CITED

11: Writing Centers/WAC in Pharmacy Education: A Changing Prescription

CONCLUSION

NOTES

WORKS CITED

Appendix: MCP Faculty Survey on Their Uses of Writing

12: Writing Center or Experimental Center for Faculty Research, Discovery, and Risk Taking?

WORKS CITED

13: Writing Centers and WAC Programs as Infostructures: Relocating Practice within Futurist Theories of Social Change

WORKS CITED

Selected Bibliography

Index

About the Editors and Contributors
2 .

Preparing to Teach Writing: Research, Theory, and Practice ("The WAC Model" begins on p. 73)
by James D. Williams. 346 pgs.

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Title Page

Contents

Preface

Acknowledgments

1: Rhetoric and Writing

2: Models for Teaching Writing

3: The Classroom as Workshop

4: Reading and Writing

5: Grammar and Writing Overview

6: Style

7: English as a Second Language and Nonstandard English

8: The Psychology of Writing

9: Writing Assignments

10: Assessing Writing

Appendix A: Writing Myths

Conclusion

Appendix B: Sample Essays

References

Author Index

Subject Index
3 .

Writing across the Curriculum: Lessons from a Writing Teacher, in College Teaching
by Mary Mortimore Dossin. 2 pgs.

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4 .

Teaching Field-Specific Writing: Results of a WAC Survey, in Business Communication Quarterly
by Molly Hill Epstein. 12 pgs.

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5 .

Whacking WAC, in Business Communication Quarterly
by Mary Munter. 4 pgs.

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6 .

Mathematics and Writing: Linking Problem Solving and Composing Strategies, in Journal of College Reading and Learning
by Beatrice Mendez, Sylvia R. Taube. 11 pgs.

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7 .

Writing across the Curriculum in a College of Business and Economics, in Business Communication Quarterly
by Susan Plutsky, Barbara A. Wilson. 16 pgs.

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8 .

Writing across the Accounting Curriculum: An Experiment, in Business Communication Quarterly
by Diane A. Riordan, Michael P. Riordan, M. Cathy Sullivan. 11 pgs.

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9 .

Writing across the Curriculum: An Annotated Bibliography
by Chris M. Anson, John E. Schwiebert, Michael M. Williamson. 189 pgs.

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This annotated bibliography is the first to trace the history of the Writing Across the Curriculum Movement (WAC) and to assess the state of scholarship and pedagogy on the subject today. Professors Anson, Schwiebert, and Williamson carefully describe 1067 important sources taken from bibliographies, books, monographs, journals, textbooks, and other documents. Their research guide reviews the history and implementation of WAC, research and theoretical studies, and the teaching of writing across the curriculum in general and in diverse fields. Author and subject indexes provide easy access to the reference materials for the use of researchers in composition, education, arts and humanities, physical, social and behavioral sciences, and business.

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Title Page

Recent Titles in Bibliographies and Indexes in Education

Contents

Acknowledgments

Organization of the Bibliography

Introduction the Future of Writing Across the Curriculum: Consensus and Research

Part One: Scholarship

Bibliographies and Literature Reviews

Collections and Special Issues

History and Implementation

Theory and Rationale

Part Two: Pedagogy

General Pedagogy

The Arts and Humanities

Math, Science, and Engineering

The Social and Behavioral Sciences

Business, Law, Finance, and Economics

Textbooks

Index

About the Compilers
10 .

Reconceiving Writing, Rethinking Writing Instruction (Chap. 5 "Writing and Learning at Cross Purposes in the Academy")
by Joseph Petraglia. 272 pgs.

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Title Page

Contents

List of Contributors

Introduction: General Writing Skills Instruction and Its Discontents

I: The Tension Between Writing and Writing Instruction: Historical Perspectives

1: The New Abolitionism: Toward a Historical Background

REFERENCES

2: The Disciplinary Instability of Composition

ACKNOWLEDGMENTS

REFERENCES

II: Classroom Writing Within Social and Cognitive Frameworks

3: Activity Theory and Its Implications for Writing Instruction

REFERENCES

4: Writing as an Unnatural Act

REFERENCES

5: Writing and Learning at Cross Purposes in the Academy

REFERENCES

6: The What, Where, When, Why, and How of Classroom Genres

ACKNOWLEDGMENTS

REFERENCES

7: Creating Opportunities for Apprenticeship in Writing

REFERENCES

III: Philosophical Issues in Writing and Writing Instruction

8: Creative Experience and the Problem With Invention on Demand

REFERENCES

9: Writing Dialogically: Bold Lessons From Electronic Text

REFERENCES

IV: Alternative Conceptions of Writing Instruction

10: Discourse,Interdiscursivity,and Composition Instruction

REFERENCES

11: Integrating Cultural Reflection and Production in College Writing Curricula

REFERENCES

12: (Dis)Missing Compulsory First-Year Composition

REFERENCES

13: Response: Curricular Responsibilities and Professional Definition

Author Index

Subject Index
11 .

Why Johnny Can't Write: How to Improve Writing Skills (Chap. 6 "Writing, Talking, and Notetaking across the Curriculum")
by Myra J. Linden, Art Whimbey. 144 pgs.

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Chapter 1: Johnny's Country Is Losing Business

Chapter 2: Grammar: The Ineffectual Monster

Chapter 3: Sentence Combining To Open Options

Chapter 4: The Writing Process: Product of the Learning-to-Write Process

Chapter 5: Text Reconstruction: Flying By Imitation

Chapter 6: Writing, Talking, and Notetaking Across The Curriculum

Chapter 7: Thoughts and Chickens

Chapter 8: Inquiry Approach

Chapter 9: Teaching Usage and Functional Grammar

Chapter 10: Additional Sentence Combining Ideas

Chapter 11: A House Divided: Literature Versus Writing

Chapter 12: Un-Shotgunning and De-Pack Ratting

Bibliography

Index
12 .

Time to Know Them: A Longitudinal Study of Writing and Learning at the College Level ("Variation over Time in Writing in Different Disciplines" begins on p. 181)
by Marilyn S. Sternglass. 330 pgs.

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Title Page

Contents

Introduction

ACKNOWLEDGMENTS

1: Studying Writing and Learning from a True Longitudinal Perspective

CONCLUSION

2: Developing Metacognitive Awareness of the Relationship Between Writing and Learning

3: Effect of Complex Social Histories on Academic Performance

CONCLUSION

4: Writing Demands in Relation to Composition Instruction

CONCLUSION

5: Institutional Testing

6: Instructional Settings

CONCLUSION

7: Case Studies

8: Implications for Instruction and Research

Appendix A: Study Methodology and Questionnaires

Appendix B The City University of New York Freshman Skills Assessment Program WRITING SKILLS ASSESSMENT TEST EVALUATION SCALE [WAT]

References

Author Index

Subject Index
13 .

Literacy and Empowerment: The Meaning Makers (Chap. 6 "Literacy beyond the English Class")
by Patrick L. Courts. 188 pgs.

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Courts argues that while by society's standards many people can read well, they are unable to create meaning from the world of oral and written language. His theory derives from psycho- and sociolinguistics, cognitive psychology, philosophy, literary criticism, and "whole language" theory. Courts criticizes programmed activities, texts, and workbooks--challenging the control that commercial textbook publishers and test-makers exert on education. He shuns overemphasis on methods, and offers an alternative approach firmly grounded in theory and aimed at empowering teachers and students.

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Title Page

Copyright Acknowledgments

Contents

Foreword

Acknowledgments

Introduction

1: Language and Literacy

CONCLUSION

2: An Historical Perspective: Or, How We Got from Here to There

3: Anxiety and Language in Society: Or, Penetrating the Impenetrable

4: Readers and (as) Texts

5: Readers as Authors

6: Literacy Beyond the English Class

Bibliography

Index

About the Author
14 .

Making and Unmaking the Prospects for Rhetoric: Selected Papers from the 1996 Rhetoric Society of America Conference ("The Prospect of Rhetoric in Writing across the Curriculum" begins on p. 149)
by Theresa Enos, Richard McNabb, Roxanne Mountford, Carolyn Miller. 232 pgs.

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Contents

Preface

Making and Unmaking the Prospects for Rhetoric

Notes

Works Cited

Part I: The Prospect of Rhetoric: Twenty-Five Years Later

Rhetoric's Prospects: Past and Future

The Prospect of Rhetoric: Twenty-Five Years Later

"We Are All Just Prisoners Here of Our Own Device": Rhetoric in Speech Communication after Wingspread

Notes

Works Cited

The Prospect of Rhetorical Agency

Note

Works Cited

How Far We've Come; How Far We Have To Go

Works Cited

Rhetoric 2000: The New Prospects

Notes

Works Cited

Part II: Positions and Perspectives: Rhetoric, Community, and Social Action

Some Further Trends in Rhetorical Theory

Works Cited

The Ends of Rhetoric: Aesthetic, Political, Epistemic

Works Cited

The Rhetoric of Community at Century's End

Works Cited

Genre and Social Science: Renewing Hopes of Wingspread

Works Cited

Is the Prospect of Rhetoric Antirhetorical? Or Rhetoric's Critical Impulse

Notes

Works Cited

A Feminist Glance at Critical Rhetoric

Works Cited

Notes

Part III: The Prospects of Rhetoric: New Perspectives

The History of Language Conventions in Mary Augusta Jordan's Rhetoric Text, Correct Writing and Speaking (1904)

Works Cited

The Enthymeme Examined from the Chinese Value System

Notes

Works Cited

Crying for Revision: Postmodern Indians and Rhetorics of Tradition

Note

Works Cited

Rhetorical Study and Practice in the Zone: Chicano/as, Sky Rhetoric, and Earth Rhetoric

Note

Works Cited

A Hermeneutic View of Scientific Metaphor: A Move Away from Assumptions of Causality in the Rhetoric of Science

Works Cited

The Prospect of Rhetoric in Writing across the Curriculum

Works Cited

Luce Irigaray and the Ethics of Sexual Difference: Toward a Twenty-First-Century Rhetoric

Works Cited

Hecklers and the Communication Triangle

Notes

Works Cited

Road Guides and Travelers' Tales on the Lincoln Highway

Works Cited

Entering the Rhetorical City: The Metropolitan Prospect of Rhetoric

Works Cited

Memory Arts, Electronic Topoi, and Dynamic Databases

Notes

Works Cited

Kneupper Memorial Address: An Allegory

The Rhetoric Blues

Epilogue: On Divisions and Diversity in Rhetoric

Index
15 .

Post-process Theory: Beyond the Writing-Process Paradigm (Chap. 7 "Writing within (and between) Disciplinary Genres: The 'Adaptive Landscape' as a Case Study in Interdisciplinary Rhetoric")
by Thomas Kent. 248 pgs.

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Breaking with the still-dominant process tradition in composition studies, post-process theory -- or at least the different incarnations of post-process theory discussed by the contributors represented in this collection of original essays -- endorses the fundamental idea that no codifiable or generalizable writing process exists or could exist. Post-process theorists hold that the practice of writing cannot be captured by a generalized process or a "big" theory.
Most post-process theorist hold three assumption about the act of writing: writing is public; writing is interpretive; and writing is situated. The first assumption is the commonsensical claim that writing constitutes a public interchange. By "interpretive act, " post process theorists generally mean something as broad "making sense of" and not exclusively the ability to move from one code to another. To interpret means more than merely to paraphrase; it means to enter in a relationship of understanding with other language users. And finally, because writing is a public act that requires interpretive interaction with others, writers always write from some position or some place. Writer are never nowhere; they are "situated."
Leading theorists and widely published scholars the field, contributors are Nancy Blyler, John Clifford Barbara Couture, Nancy C. DeJoy, Sidney I. Dobrin, Elizabeth Ervin, Helen Ewald, David Foster, Debra Journet, Thomas Kent, Gary A. Olson, Joseph Petragl George Pullman, David Russell, and John Schilb.

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Title Page

Contents

Acknowledgments

Introduction

1: Toward a Post-Process Composition: Abandoning the Rhetoric of Assertion

Notes

2: Stepping Yet Again into the Same Current

3: Modeling and Emulating: Rethinking Agency in the Writing Process

4: Is There Life After Process? the Role of Social Scientism in a Changing Discipline

5: Research in Professional Communication: A Post-Process Perspective

Conclusion

6: Activity Theory and Process Approaches: Writing (power) in School and Society

7: Writing Within (and Between) Disciplinary Genres: The Adaptive Landscape" as a Case Study in Interdisciplinary Rhetoric"

Notes

8: A Tangled Web of Discourses: on Post-Process Pedagogy and Communicative Interaction

Notes

9: Paralogic Hermeneutic Theories, Power, and the Possibility for Liberating Pedagogies

Notes

10: The Challenge of Contingency: Process and the Turn to the Social in Composition

11: I Was a Process-Model Baby

Notes

12: The Ethics of Process

13: Reprocessing the Essay

Conclusion

Works Cited

Contributors

Index
16 .

Composition in the Twenty-First Century: Crisis and Change
by Lynn Z. Bloom, Donald A. Daiker, Edward M. White. 308 pgs.

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Contents

Editors' Preface

Introduction: The New Geography of Composition

Part 1 What is Composition and Why Do We Teach It?

1: What is Composition and (if you know what that is) Why Do We Teach It?

2: Order Out of Chaos: Voices from the Community College

3: Inventing the University Student

Part 2 What Have We Learned from the Past and How Can It Shape the Future of Composition?

4: The Abolition Debate in Composition: A Short History

5: Around 1971: Current-Traditional Rhetoric and Process Models of Composing

6: Prim Irony: Suzuki Method Composition in the 21st Century

Part 3 Who Will Assess Composition in the 21st Century and How Will They Assess It?

7: Writing Assessment in the 21st Century: A Utopian View

8: Writing Assessment Beyond the Classroom: Will Writing Teachers Play a Role?

9: The Need for a Theory of Writing Assessment

Part 4 What Issues Will Writing Program Administrators Confront in the 21st Century?

10: The Long Revolution in Composition

11: Writing Instruction and the Politics of Professionalization

12: Seeking a Disciplinary Reformation

Part 5 Who Should Teach Composition and What Should They Know?

13: Disciplining Students: Whom Should Composition Teach and What Should They Know?

14: National Standards and College Composition: Are They Kissing Cousins or Natural Siblings?

15: Enlarging the Community

Part 6 What Direction Will Research in Composition Take and How Will Research Affect Teaching?

16: Moving Writing Research Into the 21st Century

17: The Death of Paradigm Hope, the End of Paradigm Guilt, and the Future of (Research in) Composition

18: Research, Teaching, and Public Policy

Part 7 What Political and Social Issues Will Shape Composition in the Future?

19: English Studies, Work, and Politics in the New Economy

20: Work, Class, and Categories: Dilemmas of Identity

21: Imagining the Future: Composition in a New Economic and Social Context

Part 8 What Will Be the Meaning of Literate Action and Intellectual Property?

22: Literate Action

23: Intellectual Property in an Age of Information: What is at Stake for Composition Studies?

Conclusion: Mapping Composition's New Geography

Works Cited

Contributors

Index

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