Essays concerning the history of WAC, WAC principles, research on students and classrooms, research on writing in the disciplines.

Dialogically links scholarship in rhetoric, composition and English Studies to the perspectives of faculty outside of English, both challenging and expanding current thinking about writing pedagogy. Recognition of the centrality of writing in undergraduate education leads to extensive conversations with faculty from a variety of disciplines about writing's role in their own degree programs, scholarly disciplines, and professional practices. Explores how composition specialists might effectively talk writing with faculty across disciplines, leading to writing instruction integral to every program of study. A contemporary liberal arts quadrivium is recognized, as is the need for full involvement of faculty in every academic discipline to implement such a comprehensive rhetorical education.

Harris asks if making Composition a discipline has improved the working conditions of teachers; it's still TAs and adjuncts who teach first-year composition. He describes "Writing 20," the only course at Duke required of all undergraduates. It is run, not by the English Department, but by the Duke University Writing Program. The classes are taught by "fellows," non-tenure-track teachers, mostly with PhDs, from a wide range of disciplines. Harris says many are young teachers who want to improve their teaching skills before specializing in their fields. The Duke UWP is an interesting model, although of course it wouldnt work everywhere.

“James Britton's colleagues, who worked with British schoolchildren of elementary- and high-school age, offer assignment suggestions and samples of student writing. Included are Nancy Martin, Peter Medway, and Harold Smith, "From Information to Understanding: What Children Do with New Ideas"; Nancy Martin, Peter Medway, Harold Smith, and Pat D'Arcy, "Why Write?"; Peter Medway, "From Talking to Writing"; Pat D'Arcy, "Keeping Options Open: Writing in the Humanities"; and selections from Writing in Science (essays by Sue Watts and Jeff Shapland) and Language and Learning in the Humanities (essays by Bryan Newton, and Peter Medway and Ivor Goodson).” (Bedford Bibliography)

“Examines the extent and nature of continuing writing across the curriculum (WAC) programs. Describes how these successful programs have survived and changed with the years. Speculates about the future of the WAC movement.” (ERIC)

Available online as part of the Academic.Writing series, Landmark Publications in Writing Studies, this collection of thoughtful, thoroughly grounded essays explores the design of writing-across-the-curriculum programs in new and maturing programs. The collection also contains an appendix listing the results of the first comprehensive survey of writing-across-the-curriculum programs in the United States, Puerto Rico, and Canada.

Available online as part of the Academic.Writing series, Landmark Publications in Writing Studies, this important collection addresses the design, funding, operation, and underlying pedagogical principles of WAC programs.

An important new collection updating WAC theory and practice.

Recent advances in computer and computer-network technologies make it possible to consider an alternative to the indirect, top-down pedagogy used in most writing-across-the-curriculum (WAC) programs (e.g., a pedagogy that views faculty as the primary audience for WAC training). Drawing on the results of a 4-year effort to establish a campus-wide, computer-supported writing environment, we suggest that computer networks and specifically designed instructional software (e.g., multimedia instructional materials and interactive writing exercises) can provide the basis for a network-supported writing-center-based WAC program. Our discussion focuses on development of network communication tools and hypermedia courseware to support WAC.

This article describes and analyzes specific institutional impediments to CAC and the solutions that include targeting students rather than faculty as the primary audience of CAC, use of computer technologies, and placement of CAC function in the Writing Center.

Electronic Communication Across the Curriculum is an edited collection in which teachers and program heads throughout the United States present adaptable models of computer-supported communication using the pedagogies of writing for learning and writing with computers -- including science, math, history, philosophy, technical writing, accounting, literature, and marketing. Edited by Donna Reiss, Dickie Selfe, and Art Young (NCTE, 1998) Also available at http://bookstore.ncte.org/default.asp?id_product=3066

Ronald cites the influence of the writer Marshall Gregory on two of her recent projects at Miami University. She was a WAC administrator, in charge of a WAC initiative in the School of Business, and she was part of a team that redesigned the University's core composition class. In both cases, Gregory's theory that pedagogy is as important as curriculum guided her. In particular, she feels that a writing administrator must "embody" the "good news" of WAC and of teaching academic and public contexts for writing. WAC people must "befriend" other teachers and create community. Curricular change is not enough.

edited by Jean Sheridan ; foreword by Thomas G. Kirk, Jr. ; afterword by Elaine P. Maimon.; Includes bibliographical references (p. [221]-231) and index.; An Overview and some observations / Jean Sheridan -- Talking the discourse: composition theory / Ross LaBaugh -- Connected communities: encouraging dialogue between composition and bibliographic instruction / Barbara Fister -- Research skills across the curriculum: connections with writing-across-the-curriculum / Craig Gibson -- Making the library connection with process writing / Jean Sheridan -- Making the connection in the classroom: a model for a library-based writing course / Jean Sheridan -- What writing-across-the-curriculum instructors can learn from librarians / Marilyn Lutzker -- What bibliographic instruction librarians can learn from writing-across-the-curriculum instructors / Jean Sheridan -- Happy endings: creating collaborative relationships / Jean Sheridan.

An account of the "Writing Wars," the struggle at UW-Madison to define the goals of a commications component added to the gen. ed. requirements in 1994. The conflict was between a centralized, rhetoric-based course taught by Communications and English faculty, and a WID model. Compromise and conflict continue there to this day.

A collection that traces the development of the writing across the curriculum program at Michigan Technological University in the 1970s and 1980s.