Guest editors: Brad Hughes and Emily B. Hall, Department of English, University of Wisconsin-Madison
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' Introduction, Brad Hughes and Emily B. Hall, Department of English, University of Wisconsin-Madison
Conducting Research in the Gray Space: How Writing Associates Negotiate Between WAC and WID in an Introductory Biology Course
Jill Gladstein, Swarthmore College
Challenging Our Practices, Supporting Our Theories:
Writing Mentors As Change Agents Across Discourse Communities
Joan Mullin, Susan Schorn, Tim Turner, Rachel Hertz, Derek Davidson and Amanda Baca, University of Texas at Austin
Theories of Specialized Discourses and Writing Fellows Programs
Carol Severino and Mary Traschel, The University of Iowa
Writing Fellows as WAC Change Agents: Changing What? Changing Whom? Changing How?
Terry Myers Zawacki, George Mason University (with contributions from former writing fellows Alex Antram, Amaris Price, Katy Ray, and Theresa Koucheravy)
Using Peer Writing Fellows in British Universities: Complexities and Possibilities
Peter O'Neill, London Metropolitan University
The Protean Shape of the Writing Associate's Role: An Empirical Study and Conceptual Model
Rhoda Cairns, Briercrest College, and Paul V. Anderson, Miami University (Ohio)
Publication Date: March 29, 2008