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 16, January through December 2019

Issue 2 (January through June)

Featured Articles:

How STEM Majors' Evaluations of Quantitative Literacy Relate to Their Imagined STEM-Career Futures
Justin Nicholes, University of Wisconsin-Stout

Framed by future-selves motivational theory, the present study explored intersections of STEM (science, technology, engineering, mathematics) students’ evaluations of everyday and disciplinary quantitative literacy (QL) and how students imagined their STEM-related, future career selves. A quantitative design using data set-appropriate Spearman’s rho tests of association was used. Results showed that students’ evaluations of everyday QL correlated positively with evaluations of disciplinary QL and that evaluations of both everyday and disciplinary QL correlated positively with how strongly they imagined using and writing about numbers in future STEM-related careers. This study establishes patterns to understand and direct future research and guide first-year composition and WAC/WID practice with QL components.

Sprinting toward Genre Knowledge: Scaffolding Graduate Student Communication through "Sprints" in Finance and Engineering Courses
Lindsey Ives, Jayendra S. Gokhale, William C. Barott, Michael V. Perez, Embry-Riddle Aeronautical University

This article evaluates the use of biweekly deadlines called “Sprints” to scaffold the development of conference papers in graduate-level courses in econometric modeling and electrical engineering through analysis of faculty assessment reports, observation notes, and transcripts of two audio-recorded class sessions. The authors found that Sprints provide consistent opportunities for students to provide and receive helpful formative feedback that builds disciplinary genre knowledge in each of the four dimensions. They conclude by recommending strategies for maximizing Sprints’ benefits while minimizing potential drawbacks in graduate courses across disciplines.

Writing in the Disciplines and Student Pre-professional Identity: An Exploratory Study
James Croft, Michael Benjamin, Phyllis Conn, Joseph M. Serafin, and Rebecca Wiseheart, St. John’s University

This study examines student perceptions about (i) whether writing in undergraduate disciplines contributes to the development of student pre-professional identity (PPI) and (ii) how writing in such disciplines affects PPI relative to other classroom activities. Findings suggest that writing in undergraduate courses can affect student PPI. Further, the extent to which writing contributes to PPI relative to other course activities appears to be related to four things: whether the course was in the student’s major; how professionally authentic the students perceived the writing in the course to be relative to other course activities; the extent to which the instructor works through the disciplinary writing process with the students; and the extent to which the student already has a PPI.


A Review of Sustainable WAC: A Whole Systems Approach to Launching and Developing Writing Across the Curriculum Programs, Michelle Cox, Jeffrey R. Galin, and Dan Melzer. (2018). Urbana, Illinois: NCTE. 272 pages. [ISBN 9780814149522]

A review by Jill Parrott, Eastern Kentucky University

A Review of Leading Academic Change: Vision, Strategy, Transformation, Elaine P. Maimon. (2018). Sterling, Virginia: Stylus. 180 pages. [ISBN 9781620365670]

A review by Caitlin Martin, Miami University

Issue 1 (Special Issue: Contemplative Writing Across the Disciplines)

Guest editors: Marlowe Miller, University of Massachusetts, Lowell, and Karolyn Kinane, University of Virginia

This issue focuses on the use of contemplative writing as a practice (or set of practices) used in the context of writing across the curriculum and in the disciplines. As explored in the essays within this issue, contemplative writing is most commonly one aspect of carefully constructed contemplative pedagogies and integrated into classes in scaffolded and deliberate ways that might encourage nonjudgmental awareness, embodied or spiritual experience, honor for the interconnectedness of all beings, and more. Most of the scholars in this issue speak of contemplative writing as a practice, much like one might speak of prayer or meditation as a practice. The scholars included in this special issue are building a broader definition of contemplative writing as they offer additional wisdom about contemplative writing and metacognition, contemplative writing and grading, contemplative research writing, and much more.


Contemplative Writing Across the Disciplines
Marlowe Miller, University of Massachusetts, Lowell, and Karolyn Kinane, University of Virginia

The Place of Practice in Contemplative Pedagogy and Writing
Karolyn Kinane, University of Virginia

Building a Contemplative Research Writing Course: Theoretical Considerations, Practical Components, Challenges, and Adaptability
Nadia Francine Zamin, Fairfield University

Using Mindfulness as a Heuristic for Writing Evaluation: Transforming Pedagogy and Quality of Experience
Jennifer Consilio and Sheila M. Kennedy, Lewis University

Writing Into Awareness: How Metacognitive Awareness Can Be Encouraged Through Contemplative Teaching Practices
Kate Chaterdon, Marist College

Contemplation as Kairotic Composure
Kurt Stavenhagen, SUNY College of Environmental Science and Forestry, and Timothy R. Dougherty, West Chester University of Pennsylvania

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 or (912) 478-1383.