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Special Issues

WAC and High-Impact Practices
Beth Boquet, Fairfield University, and Neal Lerner, Northeastern University - Published December December 26, 2016
Teaching Assistants and Writing Across the Curriculum
Andrea Williams, University of Toronto, and Tanya Rodrigue, Salem State University, Guest Editors - Published September 30, 2016
Create, Perform, Write: WAC, WID, and the Performing and Visual Arts
Steven J. Corbett, George Mason University, and Betsy Cooper, Hunter College, Guest Editors - Published December 23, 2015
Graduate Writing Across the Disciplines
Marilee Brooks-Gillies, Elena G. Garcia, Soo Hyon Kim, Katie Manthey, and Trixie G. Smith, Michigan State University, Guest Editors - Published August 25, 2015
WAC/WID Program Administration at Rural, Regional, and Satellite Campuses
Heidi Harris and Jessie Blackburn, Appalachia State University, Guest Editors - Published July 21, 2014
Reading and Writing Across the Curriculum
Alice Horning, Oakland University, Guest Editor - Published December 11, 2013
Anti-Racist Activism: Teaching Rhetoric and Writing
Frankie Condon, University of Waterloo, and Vershawn Ashanti Young, University of Kentucky, Guest Editors - Published August 7, 2013
Writing Across the Secondary School Curriculum
Pamela B. Childers and Michael J. Lowry, Guest Editors - Published December 8, 2012
WAC and Second Language Writing: Cross-field Research, Theory, and Program Development
Michelle Cox and Terry Myers Zawacki, Guest Editors - Published December 21, 2011
Collaborating for Content and Language Integrated Learning
Magnus Gustafsson, Guest Editor - Published October 8, 2011
Writing Across the Curriculum at the Community College: Beating the Odds
Clint Gardner, Salt Lake Community College, Guest Editor - Published November 30, 2010
Writing Across the Curriculum and Assessment: Activities, Programs, and Insights at the Intersection
The Florida State University Editorial Collective, Guest Editors - Published December 3, 2009
Writing Technologies and Writing Across the Curriculum: Current Lessons and Future Trends
Karen J. Lunsford, Guest Editor - Published January 19, 2009
Rewriting Across the Curriculum: Writing Fellows as Agents of Change in WAC
Brad Hughes and Emily B. Hall, Guest Editors - Published March 29, 2008
The Linguistically Diverse Student: Challenges and Possibilities Across the Curriculum
Ann Johns, Guest Editor - Published May 15, 2005
WAC, WID, ECAC, CAC, CXC, LAC-VAC? Incorporating the Visual into Writing/Electronic/Communication/Learning Across the Curriculum
Joan A. Mullin, Guest Editor - Published December 3, 2005
Classrooms after the Events of September 11, 2001
Sharon Quiroz, Guest Editor - Published March 8, 2004

Calls for Special Issues

Bringing the Outside In: Internationalizing the WAC/WID Classroom (Proposals due July 1, 2015)

Over the last two decades, both international experience and international competence in terms of communication and cultural understanding have become extraordinarily important to the newest generations of undergraduate students. An enhanced level of global literacy provides myriad benefits for new graduates, giving them the ability to communicate across international and local cultural borders, to see connections between their worlds, and to develop an international sensitivity that will allow them to succeed professionally and socially in a globally competitive job market. This emphasis on taking U.S. students to the world and bringing the world to U.S. students has led to internationalization efforts across university curricula that have extended through institutional layers to departmental and course levels. We invite proposals for articles that expand our understanding of the links between the teaching and learning of writing within the disciplines, inter-disciplinary discourses, and the increasingly interconnected world in which we live. Proposals for theoretical studies, analyses of internationalization efforts within the sciences and social sciences in addition to the humanities, and programmatic case studies are all welcome. (Guest edited by Stefanie Frigo, North Carolina Central University, and Collie Fulford, North Carolina Central University)

Create, Perform, Write: WAC, WID, and the Performing and Visual Art

The performing and visual arts have much to offer writing studies in terms of process, creativity, design, delivery, and habits of mind (and body). We invite proposals for articles that explore connections between the teaching and learning of writing and the performing and visual arts in the classroom or studio, in writing centers and writing fellows programs, and elsewhere across the disciplines. (Guest edited by Steven J. Corbett, George Mason University, and Betsy Cooper, University of Washington)

TAs and the Teaching of Writing Across the Curriculum

Graduate Teaching Assistants (TAs) play a key role in helping students learn how to write in the disciplines. TAs who teach their own courses are responsible for all facets of student learning, including the instruction and assessment of writing. Even when they are not the instructors of record, TAs are often the official or unofficial writing instructor for courses. For all intents and purposes, many TAs across the disciplines are de facto teachers of writing. The guest editors of this issue of ATD invite proposals that explore theoretical, pedagogical, practical, and administrative issues that attend to TAs as writing instructors across the disciplines. We are seeking articles based on qualitative or quantitative research, such as case studies, surveys, ethnographies or narrative inquiry, in local, national or international contexts. (Guest edited by Tanya K. Rodrigue, Salem State University, and Andrea L. Williams, University of Toronto)

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.