Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation

  • Standardized testing, reform, history of writing, writing in the disciplines, WEC, Pedagogy

Edited by Chris M. Anson and Pamela Flash
Copy edited by Don Donahue. Designed by Mike Palmquist.

This book won the Best Book Award for 2021 from the Council of Writing Program Administrators at its 2023 annual convention. Presented every two years, the award recognizes an outstanding book related to writing programs and program administration. (At the 2023 conference, awards were given for both 2021 and 2022.) This book also received honorable mention for best edited collecton on writing across the curriculum at the Sixteenth International Writing Across the Curriculum Conference.

CoverThis edited collection explores theoretical and practical applications of the Writing-Enriched Curriculum (WEC) approach, an innovative and sustainable alternative to writing across the curriculum and writing in the disciplines. The collection’s purpose is to inform writing program administrators, teachers, scholars, and university officials about the model’s potential to transform the way writing is used and supported across courses and curricula in higher education. To this end, contributors offer theoretically grounded accounts of WEC or WEC-like programs and localized research that demonstrate the model’s impact and effectiveness within and across institutional contexts. The book has three sections: “The WEC Approach,” which describes the theoretical and practical basis informing WEC programs; “Accounts of Departmentally-Focused Implementation,” which considers specific campus initiatives to build WEC programs; and “Extensions and Contextual Variation,” which showcases ways in which the approach has led to cross-unit collaborations and varieties of implementation. Contributors bring scholarly and administrative experience to their investigations of WEC, and each has a track record of research and publication. Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation is the first collection dedicated to this innovative and tested approach.

Table of Contents

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Front Matter

Foreword, Michael Carter
DOI: 10.37514/PER-B.2021.1299.1.2

Introduction. WEC and the Strength of the Commons, Chris M. Anson
DOI: 10.37514/PER-B.2021.1299.1.3

Part One. The WEC Approach

Chapter 1. Writing-Enriched Curriculum: A Model for Making and Sustaining Change, Pamela Flash
DOI: 10.37514/PER-B.2021.1299.2.01

Chapter 2. The New Grass Roots: Faculty Responses to the Writing-Enriched Curriculum, Chris M. Anson
DOI: 10.37514/PER-B.2021.1299.2.02

Chapter 3. Follow the Sources: Notes toward WEC’s Contribution to Disciplinary Writing, Kathleen Blake Yancey
DOI: 10.37514/PER-B.2021.1299.2.03

Chapter 4. Beyond Conventions: Liminality as a Feature of the WEC Faculty Development, Matthew Luskey and Daniel L. Emery
DOI: 10.37514/PER-B.2021.1299.2.04

Part Two. Accounts of Departmentally Focused Implementation

Chapter 5. Forty Years of Writing Embedded in Forestry at North Carolina State University, Gary B. Blank
DOI: 10.37514/PER-B.2021.1299.2.05

Chapter 6. Beyond “I Know it When I See it”: WEC and the Process of Unearthing Faculty Expertise, Stacey Sheriff
DOI: 10.37514/PER-B.2021.1299.2.06

Chapter 7. Piloting WEC as a Context-Responsive Writing Research Initiative, Crystal N. Fodrey and Chris Hassay
DOI: 10.37514/PER-B.2021.1299.2.07

Chapter 8. Theorizing the WEC Model with the Whole Systems Approach to WAC Program Sustainability, Jeffrey R. Galin
DOI: 10.37514/PER-B.2021.1299.2.08

Part Three. Extensions and Contextual Variation

Chapter 9. Going WILD: Adding Information Literacy to WEC, Susanmarie Harrington, Dan DeSanto, Graham Sherriff, Wade Carson, and Julia Perdrial
DOI: 10.37514/PER-B.2021.1299.2.09

Chapter 10. Sustaining WEC through Peer Tutors, Heather Bastian
DOI: 10.37514/PER-B.2021.1299.2.10

Chapter 11. Finding Writing Where It Lives: Departmental Relationships and Relationships with Departments, Robert Scafe and Michele Eodice
DOI: 10.37514/PER-B.2021.1299.2.11

Afterword, Pamela Flash
DOI: 10.37514/PER-B.2021.1299.3.2


About the Editors

Chris Anson is Distinguished University Professor, Alumni Association Distinguished Graduate Professor, and Director of the Campus Writing and Speaking Program at North Carolina State University, where he teaches graduate and undergraduate courses in language, composition, and literacy and works with faculty across the disciplines to enhance writing and speaking instruction. He has published 19 books and 140 articles and book chapters relating to writing and has spoken widely across the United States and in 33 other countries. He has received numerous teaching awards and has participated in over $2 million in grants. He is Past Chair of the Conference on College Composition and Communication and Past President of the Council of Writing Program Administrators, and is vice-chair of the International Society for the Advancement of Writing Research. His full c.v. is at www.ansonica.net.

Pamela Flash is Director of Writing Across the Curriculum, Co-Director of the Center for Writing, and Affiliate Graduate Faculty for the Literacy and Rhetorical Studies Minor at the University of Minnesota where she has taught and has administered teaching-oriented programming since 1991. Flash is founding director of the University of Minnesota’s Writing-Enriched Curriculum Program. She served as chair of the International Writing Across the Curriculum Conference (IWAC) in 2014 and has consulted extensively with colleges and universities interested in establishing or sustaining WAC programs and in adapting the WEC model to their institutional contexts. Her work in developing the WEC model was generously supported by a $1M grant from the Bush Foundation, and she currently serves as Co-PI in a $3M multi-institutional NSF grant investigating the impact of brief writing prompts on conceptual learning in large-enrollment STEM courses.

Publication Information: Anson, Chris M., & Pamela Flash (Eds.). (2021). Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/PER-B.2021.1299

Web Publication Date: August 31, 2021
Print Publication Date: TBD

ISBN: 978-1-64215-129-9 (PDF) | 978-1-64215-130-5 (ePub) | 978-1-64642-243-2 (pbk.)
DOI: 10.37514/PER-B.2021.1299

Contact Information:
Chris M. Anson: canson@ncsu.edu
Pamela Flash: flash@umn.edu

Perspectives on Writing

Series Editors: Rich Rice, Texas Tech University; Heather MacNeill Falconer, University of Maine; and J. Michael Rifenburg, University of North Georgia

Acrobat Reader DownloadThis 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 © 2021 Chris M. Anson, Pamela Flash, 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. 276 pages, with notes, illustrations, and bibliographies. This book is also 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.