Across the Disciplines, a refereed journal devoted to language, learning, and academic writing, publishes articles relevant to writing and writing pedagogy in all their intellectual, political, social, and technological complexity. ATD shares the mission of the WAC Clearinghouse in making information about writing and writing instruction freely available to members of the CAC, WAC, and ECAC communities.
Table of Contents for Volume 6, January through December 2009
Special Issue. Writing Technologies and Writing Across the Curriculum: Current Lessons and Future Trends
Technologies are reshaping the contexts, media, and practices of writing on campuses and in the professions, and they offer WAC/WID instructors both challenges and possibilities. This special issue of ATD explores how and why WAC/WID initiatives incorporate writing technologies, take advantage of emergent forms of writing instruction, and adapt to evolving disciplinary and cultural norms for writing.
Guest editor: Karen J. Lunsford, University of California Santa Barbara
Featured Articles:
Exploring Relationships between Aesthetic Education and Writing Across the Curriculum Using Poetry,Amanda Gulla, Limor Pinhasi-Vittorio, and Andrea Zakin.
Three professors in English Education, Literacy Studies and Art Education discuss the benefits of integrating Writing Across the Curriculum and aesthetic education pedagogical approaches in their respective courses using poetry as a vehicle for focused inquiry into the arts. (Published April 29, 2009)
Memory and Narrative: Reading The Things They Carried for Psyche and Persona, Frank Hassebrock and Brenda Boyle.
Working with a common text, Tim O’Brien’s The Things They Carried, a Psychology professor and an English professor explore the ways memory is used to construct a psyche and a persona. As the authors explain, these two disciplinary approaches provide students with an appreciation for the psychological functions of remembering and the rhetorical functions of reading. (Published April 3, 2009)
Client-Based Writing about Science: Immersing Science Students in Real Writing Contexts, Kate Kiefer and Aaron Leff.
Giving students direct experience with the writing contexts and demands they will soon face as professionals focuses their attention on learning as much as possible from a required writing course. The authors report on the development of a client-based upper-level science writing course, and discuss important issues that must be considered in this sort of client-based curriculum. (Published November 22, 2008)