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 5, January through December 2008
- Editor's Note: Reflections on Across the Disciplines.
- Michael Pemberton reflects on new features of the ATD website and looks forward to a year in which the journal will publish two special issues (Published March 29, 2008)
Special Issue. Rewriting Across the Curriculum: Writing Fellows as Agents of Change in WAC
Well-designed Writing Fellows programs—curriculum-based peer tutoring programs, in which undergraduate peer mentors are assigned to work collaboratively with students and faculty in specific writing-intensive courses across the curriculum—can become integral parts of WAC programs in ways that benefit student-writers, faculty, and fellows themselves. Because they embed collaborative learning and contemporary composition pedagogy within courses across the curriculum, Writing Fellows programs also, however, pose various theoretical, pedagogical, and administrative challenges, and they reveal complex intersections of writing, peer collaboration, disciplinary knowledge, and institutional and curricular politics. In this special issue, our contributing authors explore new ways to understand Writing Fellows programs and the connections between them and WAC.
Guest editors: Brad Hughes and Emily B. Hall, University of Wisconsin-Madison
Featured Articles:
Finding Our Way as WAC-y Women: Writing Practice and Other Collegial Endeavors, Lesley Bogad, Jennifer S. Cook, Monica G. Darcy, Janet Donnell Johnson, Susan K. Patterson, and Mary Ellen Tillotson (authors alphabetical).
Six female faculty describe their collegial efforts in professional development that grew into a substantive endeavor to improve writing pedagogy and practice across the disciplines of English, Educational Studies, Instructional Technology, Educational Psychology and Counseling. The authors share concrete examples of their classroom practice and reflections on how this practice changed their pedagogy and their students' relationships to course content. Finally, these six junior faculty ponder the joys and benefits of collaboration, collegiality, and friendship in the academy. (Published December 19, 2007)
Writing Beyond the Curriculum: Transition, Transfer, and Transformation, Heather G. Lettner-Rust, Pamela J. Tracy, Susan L. Booker, Elizabeth Kocevar-Weidinger, and Jená B. Burges.
Part service-learning, part civic engagement, part student-directed research, and part interdisciplinary senior seminar, the course at the heart of Longwood University's mission combines a variation of writing-as-process with a ninety-degree rotation of writing-across-the-curriculum practices. Why and how it happened, and what we learned along the way, exemplifies the transformation of higher education's mission from an instructional paradigm to a learning paradigm. (Published October 8, 2007)
Reviews:
College Writing and Beyond: A New Framework for University Writing Instruction, Anne Beaufort, 2007. Logan, UT: Utah State UP. [ISBN 978-0-87421-659-2. 242 pages, including index. $24.95 USD (softcover).]
A book review by Dana Lynn Driscoll, Purdue University (Published March 29, 2008)