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Special Issue

Writing Technologies and Writing Across the Curriculum: Current Lessons and Future Trends

Guest editor: Karen J. Lunsford, University of California at Santa Barbara

Technologies are reshaping the contexts, media, and practices of writing on campuses and in the professions, and they offer WAC/WID instructors both challenges and possibilities. This special issue of ATD explores how and why WAC/WID initiatives incorporate writing technologies, take advantage of emergent forms of writing instruction, and adapt to evolving disciplinary and cultural norms for writing.

Contents

Introduction: Writing Technologies and WAC
Karen J. Lunsford

Seduction or Productivity: Repurposing the Promise of Technology
William Klein & Suellynn Duffey

Programs that Work(ed): Revisiting the University of Michigan, the University of Chicago, and George Mason University Programs after 20 Years
Morgan T. Reitmeyer

Online Tutoring: A Symbiotic Relationship with Writing Across the Curriculum Initiatives
Judy Arzt, Kristine E. Barnett, & Jessyka Scoppetta

Developing and Assessing an Online Research Writing Course
Christopher W. Dean

Students' Strengths and Weaknesses in Evaluating Technical Arguments as Revealed through Implementing Calibrated Peer Review in a Bioengineering Laboratory
Tracy Volz & Ann Saterbak

Writing in the Disciplines versus Corporate Workplaces: On the Importance of Conflicting Disciplinary Discourses in the Open Source Movement and the Value of Intellectual Property
Brian D. Ballentine

Writing in the Disciplines, Technology, and Disciplinary Grounding
Carolyn Sterling-Deer

Intersectional Computer-Supported Collaboration in Business Writing: Learning through Challenged Performance
Dirk Remley

Not Just Words Any More: Multimodal Communication Across the Curriculum
Lillian Bridwell-Bowles, Karen E. Powell, & Tiffany Walter

 


Publication Date: January 19, 2009