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 10, January through December 2013
Issue 1 (January through June)
Rhetorical Reading and the Development of Disciplinary Literacy Across the High School Curriculum, James E. Warren, University of Texas at Arlington
Disciplinary literacy programs have the potential to raise reading achievement among high school students, but they put English Language Arts (ELA) teachers in a paradoxical position: on the one hand, ELA teachers are discouraged from teaching general reading strategies that fail to account for discipline-specific text features, but on the other hand, ELA teachers are discouraged from teaching the discourse conventions of math, science, history, and social studies because they lack the specialized knowledge of teachers in those subjects. This paper proposes that "rhetorical reading," a construct that sparked a flurry of CAC studies some twenty years ago but that never influenced high school instruction, could be the solution to this impasse.
Re-evaluating Directive Commentary in an Engineering Activity System, Martha Davis Patton and Summer Smith Taylor (1971-2011), University of Missouri, Columbia
This study examines the writing of 30 engineering students, faculty response, students' reading of the response, subsequent revision, and faculty evaluation to ask what factors contribute to constructive conversation about writing.
"At first I thought... but I don't know for sure": The Use of First Person Pronouns in the Academic Writing of Novices, Teresa Thonney, Columbia Basin College
This article describes a study of undergraduates' use of first person pronouns for courses in a range of disciplines.
Issue 3 (Special Issue. Anti-Racist Activism: Teaching Rhetoric and Writing)
Despite widely circulated pronouncements of the death of racism in the U.S. following the election of President Barack Obama, politicians continue to appeal to race as a means of galvanizing their (predominantly white) bases, legislation across the States taps into deeply held racist beliefs and connects those beliefs with notions of citizenship and national identity, and efforts are underway nationwide to limit the ability of teachers and students to study the history of race and racism in the U.S. as well as the cultural and scholarly production of artists and intellectuals of color. This special issue helps meet a pressing need to continue and deepen a critical dialogue about race matters, particularly in classrooms that take up the pedagogical aims of synthesis, analysis, argumentation, persuasion and presentation, in short, the teaching of rhetoric and writing.
Guest editors: Frankie Condon, University of Waterloo, and Vershawn Ashanti Young, University of Kentucky
Calls for Special Issues
TAs and the Teaching of Writing Across the Curriculum (Proposals due February 15, 2014)
Graduate Teaching Assistants (TAs) play a key role in helping students learn how to write in the disciplines. TAs who teach their own courses are responsible for all facets of student learning, including the instruction and assessment of writing. Even when they are not the instructors of record, TAs are often the official or unofficial writing instructor for courses. For all intents and purposes, many TAs across the disciplines are de facto teachers of writing. The guest editors of this issue of ATD invite proposals that explore theoretical, pedagogical, practical, and administrative issues that attend to TAs as writing instructors across the disciplines. We are seeking articles based on qualitative or quantitative research, such as case studies, surveys, ethnographies or narrative inquiry, in local, national or international contexts. (Guest edited by Tanya K. Rodrigue, Salem State University, and Andrea L. Williams, University of Toronto)
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 email@example.com or (912) 478-1383.