Reference Guide to Writing Across the Curriculum traces
the Writing Across the Curriculum movement from its origins in British secondary
education through its flourishing in American higher education and extension
to American primary and secondary education. The authors follow their historical
review of the literature by a review of research into primary, secondary, and
higher education WAC teaching and learning. Subsequent chapters examine the
relations of WAC to Writing to Learn theory, research, and pedagogy, as well as
its interactions with the Rhetoric of Science and Writing in the Disciplines movements.
Current issues of theory and practice are followed by a presentation of best
practices in program design, assessment, and classroom practices. An extensive
bibliography and suggestions for further reading round out this comprehensive
guide to Writing Across the Curriculum.
Over a quarter of a century [after the beginning of the modern WAC movement], we have learned much about
writing across the curriculum and the associated disciplines and professions.
We also have learned much about how to grow and run successful
WAC programs in different campus cultures. This book draws
the history of the movement together with the research and programmatic
savvy we have developed..
—"Preface," Charles Bazerman
Co-author and Series Editor
About the Authors
Charles Bazerman is Professor and Chair of the Department of Education at the University of California, Santa Barbara, His most recent books are Writing Selves / Writing Societies ( co-edited with David R. Russell; http://wac.colostate.edu/books/
selves_societies/ ) and What Writing Does and How It Does It ( co-edited with Paul
Prior ). His recent book, The Languages of Edison's Light, won the Association of American Publisher's award for the best scholarly book of 1999 in the History of Science and
Technology. Joseph Little is a writer and teacher of writing who lives and works
in Toronto, having earned his PhD at UCSB in Language, Literacy, and Composition
Studies. His work has been published in Written Communication, Rhetoric
Society Quarterly, and the Journal of Technical Writing and Communication. Lisa
Bethel teaches writing in the Los Angeles area. Teri Chavkin is a doctoral
student in the Gevirtz Graduate School of Education at UCSB, specializing in the
teaching of writing and researching the writing processes of students with high
functioning autism. Danielle Fouquette is Instructor of English at Fullerton
College, where she teaches writing and researches the assumptions and perspectives
of teacher commentary on student writing. Janet Garufis is adding graduate
studies in writing to a successful career in the banking industry. Her interests
include business writing, writing and identity, and social justice.