Current Issue: Volume 16, Issue 4
Published December 28, 2019
Editor's Introduction to Volume 16, Issue 4
Michael A. Pemberton, Georgia Southern University
Data Power in Writing: Assigning Data Analysis in a General Education Linguistics Course to Change Ideologies of Language
Valentina Fahler and Charles Bazerman, University of California Santa Barbara
WID Course Enhancements in STEM: The Impact of Adding "Writing Circles" and Writing Process Pedagogy
Tereza Joy Kramer, St. Mary's College of California, Joe Zeccardi, St. Mary's College of California, Rebecca Concepcion, Pacific University, Chi-An Emhoff, St. Mary's College of California, Steve Miller, St. Mary's College of California, Krista Varela Posell, St. Mary's College of California
Tracking the Sustainable Development of WAC Programs Using Sustainability Indicators: Limitations and Possibilities
Michelle Cox, Cornell University, and Jeffrey R. Galin, Florida Atlantic University
A Review of Next Steps: New Directions for/in Writing about Writing, by Barbara Bird, Doug Downs, I. Moriah McCracken, and Jan Rieman. (2019). Logan, UT: Utah State University Press. 293 pgs. [ISBN 978-1607328414]
A review by Alissa Winn, University of South Carolina, Columbia
A Review of Two Edited Collections on Student Writing Transfer: Critical Transitions: Writing and the Question of Transfer, Edited by Chris M. Anson and Jessie L. Moore. (2017). Fort Collins, CO: The WAC Clearinghouse, Boulder, CO: University Press of Colorado. 370 pages [ISBN 978-1-60732-647-2.]; and Understanding Writing Transfer: Implications for Transformative Student Learning in Higher Education, Edited by Jessie L. Moore and Randall Bass. (2017). Sterling, VA: Stylus. 165 pages, including index. [ISBN 978-1-62036-585-4]
A review by Lacey Wootton, American University
A Review of Sojourning in Disciplinary Cultures: A Case Study of Teaching Writing in Engineering, Edited by Maureen A. Mathison. (2019). Logan, UT: Utah State University Press. 226 pgs., including index. [ISBN 978-1607328025]
A review by Adam Padgett, University of South Carolina
Publishing in Across the Disciplines
The mission of Across the Disciplines is to provide information for— and an opportunity for interaction among—scholars interested in writing, speaking, reading, and communication across the curriculum (CAC). We welcome contributions of the following kinds:
- articles (both linear and hypertext) on CAC theory, practice, and research
- reviews of publications addressing CAC theory, practice, and research
- papers formerly presented at scholarly conferences but not published elsewhere
Authors are encouraged to ground the texts they review within ongoing conversations of interest to ATD readers, WAC/WID researchers, and writing studies scholars, drawing on published literature to establish the scope and nature of that ongoing conversation. ATD does not publish articles that focus solely on describing a program, an assignment, or a sequence of assignments; such descriptions, when included, must be a central component of an empirical study or theoretical discussion.
For more information about submitting to this and other journals and book series available through the WAC Clearinghouse, please see the Clearinghouse's Invitation to Contribute.
ATD Special Issues
Across the Disciplines regularly publishes special issues that focus the community on a specific topic area and offer readers a range of perspectives by scholars working in that specific area.
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 J. Cripps, editor, at email@example.com or (207) 602-2908.