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.
Exploring Relationships between Aesthetic Education and Writing Across the Curriculum Using Poetry, Amanda Gulla, Limor Pinhasi-Vittorio, and Andrea Zakin.
Three professors in English Education, Literacy Studies and Art Education discuss the benefits of integrating Writing Across the Curriculum and aesthetic education pedagogical approaches in their respective courses using poetry as a vehicle for focused inquiry into the arts. (Published April 29, 2009)
Memory and Narrative: Reading The Things They Carried for Psyche and Persona, Frank Hassebrock and Brenda Boyle.
Working with a common text, Tim O’Brien’s The Things They Carried, a Psychology professor and an English professor explore the ways memory is used to construct a psyche and a persona. As the authors explain, these two disciplinary approaches provide students with an appreciation for the psychological functions of remembering and the rhetorical functions of reading. (Published April 3, 2009)
In Assessing Writing across the Curriculum: Diverse Approaches and Practices (Huot & Yancey, 1997), contributors explored various ways of assessing WAC programs, moving theoretically, ethnographically, administratively, and rhetorically to document the efficacy of such programs. The last decade has produced new ways of thinking about WAC as well as new ways of thinking about how to assess WAC. This special issue of ATD explores how assessment can help us understand, support, and enrich all such WAC efforts, and outline why and how assessment is an appropriate mechanism for doing so.
Guest editors:The Florida State University Editorial Collective (Kathleen Blake Yancey; Emily Baker; Scott Gage; Ruth Kistler; Rory Lee; Natalie Syzmanski; Kara Taczak; and Jill Taylor)
Technologies are reshaping the contexts, media, and practices of writing on campuses and in the professions, and they offer WAC/WID instructors both challenges and possibilities. This special issue of ATD explores how and why WAC/WID initiatives incorporate writing technologies, take advantage of emergent forms of writing instruction, and adapt to evolving disciplinary and cultural norms for writing.
Guest editor: Karen J. Lunsford, University of California Santa Barbara