Volume 9, 2012

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 9, January through December 2012

Issue 1 (January through June)

Featured Articles:

The (In)Visible World of Teaching Assistants in the Disciplines: Preparing TAs to Teach Writing, Tanya Rodrigue.
DOI: 10.37514/ATD-J.2012.9.1.01

This article explores the history of TAs in WAC programs and argues that WAC scholars must turn their attention to disciplinary TAs.

Issue 2 (July through December)

Featured Articles:

Coming to Learn: From First-Year Composition to Writing in the Disciplines, J. Paul Johnson and Ethan Krase.
DOI: 10.37514/ATD-J.2012.9.2.02

The ability of college students to write clearly and competently, both in first-year composition (FYC) and beyond, is often questioned. This qualitative, longitudinal study examines the writing practices and abilities of twelve students, following their performance in their FYC courses to their later studies in Writing in the Disciplines (WID) courses ranging from liberal arts to education, nursing, and science.

Issue 3 (Special Issue. Writing Across the Secondary School Curriculum)

Writing in secondary schools is a multidisciplinary enterprise that involves nearly every course in the curriculum. Students often indicate on surveys that they do a substantial amount of writing in history, science, foreign language and seminar classes in other disciplines, suggesting a clear need for further research and investigation. While Sommers and Saltz (2004) as well as Lunsford and Lunsford (2008) have given English teachers a fairly clear understanding of what students are required to do in FYC classes when they reach college, one important question still remains: How are students—in both college-prep and non-college-prep courses—writing to learn and learning to write disciplinary discourse in secondary schools? This special issue sheds light on the experiences our students have before entering higher education and the role disciplines other than English have had on their writing.

Guest editors: Pamela B. Childers and Michael J. Lowry, The McCallie School

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.