Special Issues
- WAC and Second Language Writing: Cross-field Research, Theory, and Program Development
- Michelle Cox and Terry Myers Zawacki, Guest Editors - Published December 21, 2011
- Collaborating for Content and Language Integrated Learning
- Magnus Gustafsson, Guest Editor - Published October 8, 2011
- Writing Across the Curriculum at the Community College: Beating the Odds
- Clint Gardner, Salt Lake Community College, Guest Editor - Published November 30, 2010
- Writing Across the Curriculum and Assessment: Activities, Programs, and Insights at the Intersection
- The Florida State University Editorial Collective, Guest Editors - Published December 3, 2009
- Writing Technologies and Writing Across the Curriculum: Current Lessons and Future Trends
- Karen J. Lunsford, Guest Editor - Published January 19, 2009
- Rewriting Across the Curriculum: Writing Fellows as Agents of Change in WAC
- Brad Hughes and Emily B. Hall, Guest Editors - Published March 29, 2008
- The Linguistically Diverse Student: Challenges and Possibilities Across the Curriculum
- Ann Johns, Guest Editor - Published May 15, 2005
- WAC, WID, ECAC, CAC, CXC, LAC-VAC? Incorporating the Visual into Writing/Electronic/Communication/Learning Across the Curriculum
- Joan A. Mullin, Guest Editor - Published December 3, 2005
- Classrooms after the Events of September 11, 2001
- Sharon Quiroz, Guest Editor - Published March 8, 2004
Calls for Special Issues
Reading and Writing Across the Curriculum
When faculty members are asked what they consider the single greatest problem they face in their classrooms on a daily basis, they almost always include reading as a key issue. Faculty comments reflect what could be described as the "don't, won't, can't" problem. That is, students don't read in the ways that faculty expect, and they won't unless faculty find ways to force or coerce reading compliance. Underlying these two significant aspects of the problem is a third, much bigger problem, which is that many students are not able read in the ways faculty would like. Qualitative and quantitative studies such as Jolliffe and Harl's analysis of students' reading journals at the University of Arkansas and ACT's 2006 study, relating ACT reading performance to success in college among 563,000 students, support the idea that students lack the reading skills needed to do college work successfully. This situation is becoming increasingly serious in the face of ever larger amounts of material available in print and online that faculty expect students to read, comprehend, and critically assess. Understanding and addressing the "don't, won't, can't" problem is everyone's job, in every course, in every discipline. In this special issue of Across the Disciplines, we invite proposals for articles that explore this issue across disciplines. (Guest edited by Alice Horning, Oakland 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 michaelp@georgiasouthern.edu or (912) 478-1383.