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 12, January through December 2015
Issue 1 (January through June)
The Power of Relevant Models: Using a Corpus of Student Writing to Introduce Disciplinary Practices in a First Year Composition Course, Jack A. Hardy, Emory University, Ute Römer, and Audrey Roberson, Georgia State Univeristy.
In attempts to find appropriate and authentic materials for students who are developing their academic writing skills, instructors often turn to works written by professional academics. However, genres such as published research articles and textbooks in specific disciplines may not be the most suitable models for what first year composition writers are expected to produce. This article demonstrates how a corpus of successful student writing across disciplines, the Michigan Corpus of Upper-level Student Papers (MICUSP), can function as a useful and relevant tool in a discipline-specific, genre-based reading and writing course.
Issue 3 (Special Issue: Graduate Writing Across the Disciplines)
Writing instruction, support, and research often focus on undergraduate students, but graduate students need instruction and support, both formally and informally, and bring their own complex identities into liminal academic spaces, too. Historically, writing instruction has been pushed to the margins in academic disciplines, especially for graduate students who are often expected to be expert academic writers of a variety of specialized genresâ€”such as academic articles, conference proposals and papers, and grant applications. Since disciplinary communities "have rarely integrated systematic writing instruction into their curricula to initiate the neophytes consciously into the written conventions of a particular field" (David Russell, 2002, p.17), graduate students seek out university resources, activities or other thirdspaces (Edward Soja, 1996, and/or Rhonda Grego & Nancy Thompson, 2008) offered outside their departments, such as writing center consultations, writing groups, and writing workshops, and often develop their own "underground" support systems. This special issue of ATD seeks to bring together discussions, strategies, programs, and courses that all address different ways of meeting the diverse writing needs of graduate students.
Guest editors: Marilee Brooks-Gillies, Elena G. Garcia, Soo Hyon Kim, Katie Manthey, and Trixie G. Smith, Michigan State University
Calls for Special Issues
Bringing the Outside In: Internationalizing the WAC/WID Classroom (Proposals due July 1, 2015)
Over the last two decades, both international experience and international competence in terms of communication and cultural understanding have become extraordinarily important to the newest generations of undergraduate students. An enhanced level of global literacy provides myriad benefits for new graduates, giving them the ability to communicate across international and local cultural borders, to see connections between their worlds, and to develop an international sensitivity that will allow them to succeed professionally and socially in a globally competitive job market. This emphasis on taking U.S. students to the world and bringing the world to U.S. students has led to internationalization efforts across university curricula that have extended through institutional layers to departmental and course levels. We invite proposals for articles that expand our understanding of the links between the teaching and learning of writing within the disciplines, inter-disciplinary discourses, and the increasingly interconnected world in which we live. Proposals for theoretical studies, analyses of internationalization efforts within the sciences and social sciences in addition to the humanities, and programmatic case studies are all welcome. (Guest edited by Stefanie Frigo, North Carolina Central University, and Collie Fulford, North Carolina Central University)
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 firstname.lastname@example.org or (912) 478-1383.