Edited by Lesley Erin Bartlett, Sandra L. Tarabochia, Andrea R. Olinger, and Margaret J. Marshall
Copy edited by Don Donahue. Designed by Mike Palmquist.
Developed from presentations at the 2018 International Writing Across the Curriculum conference, this collection documents a key moment in the history of WAC, foregrounding connection and diversity as keys to the sustainability of the WAC movement in the face of new and long-standing challenges. Contributors reflect on the history and ongoing evolution of WAC, honoring grassroots efforts while establishing a more unified structure of collaborative leadership and mentorship. The chapters in this collection offer a rich variety of practices, pedagogies, mindsets, and methodologies for readers who are invested in using writing in a wide range of institutional and disciplinary contexts. Boldly engaging such pressing topics as translingualism, anti-racism, emotional labor, and learning analytics, the 18 chapters collected here testify to WAC's durability, persistence, and resilience in an ever-changing educational landscape.
Foreword. WAC Today: Diversity and Resilience, Mya Poe
Introduction. On Connection, Diversity, and Resilience in Writing Across the Curriculum, Lesley Erin Bartlett, Sandra L. Tarabochia, Andrea R. Olinger, and Margaret J. Marshall
Part 1. Sustaining Momentum: Histories and Futures of WAC
Chapter 1. A Personal History of WAC and IWAC Conferences, 1993–2020, Martha A. Townsend
Chapter 2. The Formation of a Professional Organization for Writing Across the Curriculum, Christopher Basgier, Michelle Cox, , Hather M. Falconer, Jeffrey Galin, Al Harahap, Brian Hendrickson, Dan Melzer, Mike Palmquist, and Stacey Sheriff
Chapter 3. The Writing Across the Curriculum Graduate Organization: Where We've Been, Where We Are, and Where We're Going, Alisa Russell, Jake Chase, Justin Nicholes, and Allie Sockwell Johnston
Chapter 4. Learning Analytics in Writing Instruction: Implications for Writing Across the Curriculum, Mike Palmquist
Part 2. Teaching and Learning in the Disciplines: Diversity and Particularity of Disciplinary Practices and Genres
Chapter 5. Making Connections Between Theory and Practice: Pre-Service Educator Disciplinary Literacy Courses as Secondary WAC Initiation, Christy Goldsmith
Chapter 6. What If It's All Common Knowledge? Teaching Attribution Practices in an Undergraduate Mathematics Classroom, Malcah Effron
Chapter 7. Quantification of Disciplinary Discourse: An Approach to Teaching Engineering Résumé Writing, Mary McCall, Gracemarie Fillenwarth, and Catherine G. P. Berdanier
Chapter 8. Learning to Argue About the Literature: Discourse Choices and Students' Iterative Learning of Literature Reviews in Geography, Misty Anne Winzenried
Chapter 9. Using Genre to Teach the Publication-Based Thesis, Rachael Cayley
Part 3. Approaching Difference Together: Creative Collaborations across Units, Disciplines, Languages, and Expertise
Chapter 10. "Something Invisible . . . Has Been Made Visible for Me": An Expertise-Based WAC Seminar Model Grounded in Theory and (Cross) Disciplinary Dialogue, Angela Glotfelter, Ann Updike, and Elizabeth Wardle
Chapter 11. Attempting to Connect Disciplinary Principles of "Effective Writing" With Students' Prior Writing Experiences in Four Disciplines, James Croft, Phyllis Conn, Joseph Serafin, and Rebecca Wiseheart
Chapter 12. Embrace the Messiness: Libraries, Writing Centers, and Encouraging Research as Inquiry Across the Curriculum, Jaena Alabi, James C. W. Truman, Bridget Farrell, and Jennifer Price Mahoney
Chapter 13. English Across the Curriculum Collaborative Projects: A Flexible Community of Practice Model at The Chinese University of Hong Kong, Jose Lai, Elaine Ng, Laura Man, and Chris Rozendaal
Chapter 14. Becoming Transfronterizo Collaborators: A Transdisciplinary Framework for Developing Translingual Pedagogies in WAC/WID, Marcela Hebbard and Yanina Hernández
Part 4. Attending to the Human Element: Anti-Racism, Emotional Labor, and Personal Connection in the Teaching of Writing
Chapter 15. Letters on Moving from Ally to Accomplice: Anti-Racism and the Teaching of Writing, Neisha-Anne S. Green and Frankie Condon
Chapter 16. Sustained Communities for Sustained Learning: Connecting Culturally Sustaining Pedagogy to WAC Learning Outcomes, Jamila M. Kareem
Chapter 17. Emotional Labor, Mentoring, and Equity for Doctoral Student and Faculty Writers, Shannon Madden and Sandra L. Tarabochia
Chapter 18. Meaningful Writing and Personal Connection: Exploring Student and Faculty Perspectives, Michele Eodice, Anne Ellen Geller, and Neal Lerner
Lesley Erin Bartlett is Assistant Professor of English at Iowa State University. Her scholarship and teaching focus on composition theories and pedagogies, feminist rhetorics, and rhetorical performance. Her work has appeared in English Leadership Quarterly (ELQ), Feminist Teacher, International Journal of ePortfolio (IJeP), Journal of the Assembly for Expanded Perspectives on Learning (JAEPL), Journal of Interactive Technology and Pedagogy (JITP), and Teaching/Writing: the Journal of Writing Teacher Education.
Sandra L. Tarabochia is Associate Professor English at the University of Oklahoma. Her scholarship lives at the intersection of writing, teaching and learning. She published her first book, Reframing the Relational: A Pedagogical Ethic for Cross-Curricular Literacy Work, in 2017 as part of NCTE's Studies in Writing and Rhetoric Series. Her scholarship has appeared in WPA: Writing Program Administration, Across the Disciplines, WAC Journal, Composition Forum, and Writing & Pedagogy. Her current research blends social science and humanities methods of interpretation and representation to investigate faculty writers' “trajectories of becoming.”
Andrea R. Olinger is Assistant Professor of English and Director of Composition at the University of Louisville. Her scholarship has advanced a sociocultural approach to the study of disciplinary writing styles, explored the role of the body in writers' talk and interaction about or during writing, and investigated a range of methods for teaching writing and language. She has published articles in Research in the Teaching of English, Rhetoric Review, Teaching English in the Two-Year College, Writing & Pedagogy, Linguistics and Education, and The Canadian Journal for Studies in Discourse and Writing/Rédactologie and a book chapter in Retheorizing Literacy Practices: Complex Social and Cultural Contexts.
Margaret J. Marshall served as the inaugural Director of University Writing at Auburn Writing from 2010-2019. In that position she worked with a growing team of writing professionals to help faculty integrate writing in all undergraduate majors, provide direct support to students through a peer writing center and stand-alone workshops, propose and implement Auburn's QEP focused on integrating ePortfolios, and develop programs and events that enhanced the culture of writing at Auburn. Previously she was the Director of First-Year Composition at the University of Miami, Director of the Writing Center at the University of Pittsburgh, and Associate Director of the Reinvention Center. She taught reading and writing at West Texas State, taught English for International Students at West Texas State and the University of Colorado, and was a Peace Corps Volunteer in Kenya from 1976 to 1978. Marshall is the author of Contesting Cultural Rhetorics: Public Discourse and Education, 1890--‐ 1900, Response to Reform: Composition and the Professionalization of Teaching, and Composing Inquiry: Methods and Readings for Investigation and Writing as well as numerous articles and chapters in edited collections. Marshall and her team hosted the 2018 IWAC conference and originated the idea of a publication coming out the conference.
Publication Information: Bartlett, Lesley Erin, Sandra L. Tarabochia, Andrea R. Olinger, & Margaret J. Marshall (Eds.) (2020). Diverse Approaches to Teaching, Learning, and Writing Across the Curriculum: IWAC at 25. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/PER-B.2020.0360
Web Publication Date: March 25, 2020.
Print Publication Date: August 2020.
ISBN: 978-1-64215-036-0 (PDF) | 978-1-64215-037-7 (ePub) | 978-1-64642-023-0 (pbk.)
Series Editors: Rich Rice, Texas Tech University; Heather MacNeill Falconer, Curry College; and J. Michael Rifenburg, University of North Georgia
This book is available in whole and in part in Adobe's Portable Document Format (PDF). It is also available in a low-cost print edition from our publishing partner, the University Press of Colorado.
Copyright © 2020 Lesley Erin Bartlett, Sandra L. Tarabochia, Andrea R. Olinger, and Margaret J. Marshall and the authors of individual parts of this book. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 International License. 366 pages, with notes, illustrations, and bibliographies. This book is available in print from University Press of Colorado as well as from any online or brick-and-mortar bookstore. Available in digital format for no charge on this page at the WAC Clearinghouse. You may view this book. You may print personal copies of this book. You may link to this page. You may not reproduce this book on another website.