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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 15, January through December 2018

Issue 2 (January through June)

Featured Articles:

What We Mean When We Talk about Reading: Rethinking the Purposes and Contexts of College Reading
Rachel Ihara and Ann Del Principe, Kingsborough Community College, CUNY

This study illuminates faculty beliefs about reading by closely examining their attitudes toward assigned readings and faculty professional reading practice. Drawing upon interview data from instructors teaching in a range of disciplines at a two-year college, we that conversations about reading would benefit from greater awareness of the various contexts and purposes for reading. Rather than talk about reading as something students either "do" or "don’t do", or do well or poorly, we draw attention to the ways that different purposes for reading shape reading behaviors for students and faculty alike.

Engaging Undergraduate Researchers in the Assessment of Communication across the Curriculum Courses
Joyce Kinkead, Utah State University

This article describes an assessment project that analyzed syllabi approved for a communication intensive (CI) requirement in a general education program. The article suggests that it is important to ensure that inputs are evaluated prior to an evaluation of outcomes. The assessment itself was undertaken by a team of undergraduates enrolled in a research methods course. This is a group that has an important stake in the delivery of communication across the curriculum (CxC) courses as more often than not, it is these students and their writing that are being assessed. We turn the tables and make them the assessors and lay out the process of conducting such an assessment using novice researchers, noting the benefits and risks involved.

Reviews:

A Review of Faculty Development and Student Learning: Assessing the Connections, William Condon, Ellen R. Iverson, Cathryn A. Manduca, Carol Rutz, and Gudrun Willett, 2016. Bloomington, IN: Indiana UP. [ISBN 978-0-253-01878-6. 156 pgs, including index. $50.00 USD (hardcover).]

A review by Darci L. Thoune, University of Wisconsin-La Crosse (Published July 20, 2018)

Issue 1 (Special Issue: Internationalizing the WAC/WID Curriculum)

Guest editors: Stefanie Frigo and Collie Fulford, North Carolina Central University

One of the great challenges in charting the development of internationalization within WAC and WID is the fact that multiple definitions of the term "internationalizing" or "internationalization" exist. In a general sense, "internationalizing" classes, curricula, or institutions often seems designed to make students better able to communicate and compete in a globalized world, but the multiple prior and co-existent definitions that are in circulation in current WAC/WID scholarship have somewhat muddied the waters of practical application. In this special issue of Across the Disciplines (ATD), we hope to continue this work, examining the ways in which internationalization is defined within the field, and developing pedagogical and curricular applications further.

Contents

Introducing Bringing the Outside In: Internationalizing the WAC/WID Classroom
Stefanie Frigo and Collie Fulford, North Carolina Central University

Growing Pains and Course Correction: Internationalizing a Writing Program
Emily Feuerherm and Jacob Blumner, University of Michigan-Flint

Internationalizing Writing in the STEM Disciplines
Ghanashyam Sharma, Stony Brook University

Encountering Internationalization in the Writing Classroom: Resistant Teaching and Learning Strategies
Yasmine Romero, University of Hawai’i, West O’ahu, and Ann Shivers-McNair, University of Arizona

Can I Say "I" in My Paper?: Teaching Metadiscourse to Develop International Writers' Authority and Disciplinary Expertise
Jane Fife, Western Kentucky 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.