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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. Across the Disciplines 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 13, January through December 2016

Issue 1 (January through June)

Featured Articles:

Transfer and Dispositions in Writing Centers: A Cross-institutional Mixed-methods Study, Pam Bromley, Pomona College, Kara Northway, Kansas State University, and Eliana Schonberg, University of Denver; Duke University

Taking a dispositional view of transfer and applying Joanne Lobato's "actor-oriented transfer perspective," this quantitative and qualitative study analyzes student perceptions of writing center visits at three institutions and finds that, as a nonevaluative space where university students can develop metacognitive awareness across disciplines and over time, writing centers are a prime site to examine knowledge transfer. The findings of students' regular and successful transfer from writing center work point to productive outcomes, including greater self-efficacy and other dispositions supporting learning, not only for writing centers, but also for the classroom.

Multimodal Communication in the University: Surveying Faculty Across Disciplines, Gwendolynne Reid, North Carolina State University, Robin Snead, University of North Carolina at Pembroke, Keon Pettiway, North Carolina State University, and Brent Simoneaux, North Carolina State University

While a strong case has been made for addressing multimodality in composition, the case has been less clear for WAC/WID and CxC programs and research. Studies of disciplinary communication have documented the use of multiple modes in a number of fields, but few engage directly with theories of multimodality or with multimodality in context of changes related to networked, digital media. This study presents a snapshot of multimodal communication practices and assignments across disciplines developed through a survey of faculty at a research-intensive public university.

Using Corpus-based Instruction to Explore Writing Variation Across the Disciplines: A Case History in a Graduate-level Technical Editing Course, Ryan K. Boettger, University of North Texas

Understanding the linguistic and rhetorical patterns of an academic discipline strengthens students' abilities to write in professional settings. Data-driven learning and corpus-linguistic methods can increase this understanding and should be considered valuable contributors to any writing curriculum. In this paper, I present a case history on integrating corpora in a graduate-level technical editing course to teach students about writing variation. Though this case history focuses on corpora in a technical editing course, the approaches I describe transfer to any course with a writing component as well as across grade levels and student proficiencies. I conclude by addressing the barriers associated with integrating corpus-based learning into the classroom.


A Review of Reconnecting Reading and Writing, Edited by Alice S. Horning and Elizabeth W. Kraemer, 2013. Anderson, SC: Parlor Press. [ISBN 978-1-60235-459-3. 325 pages, including index. $32.00 USD (soft cover).]

A book review by Nancy A. Benson, University of Massachusetts Dartmouth (Published February 28, 2016)

Note: If you would like to serve as guest editor for a special issue, or if you would like to suggest a topic for a special issue, please contact Michael Pemberton, editor, at michaelp@georgiasouthern.edu or (912) 478-1383.