Cameron Bushnell, Clemson University
David Blakesley, Clemson University

Managing Editor

Stacy Cacciatore, Clemson University


Jared Jameson

Editorial Board

Heather Bastian, UNC Charlotte
Jacob S. Blumner, University of Michigan, Flint
Heather Falconer, Curry College
Michael LeMahieu, Clemson University
Carol Rutz, Carleton College
Terry Zawacki, George Mason University

Review Board

Will Banks, East Carolina University
Kristine Blair, Duquesne University
Rasha Diab, University of Texas at Austin
Patricia Donahue, Lafayette College
John Eliason, Gonzaga University
Jeff Galin, Florida Atlantic University
Melissa A. Goldthwaite, Saint Joseph’s University
Bradley Hughes, University of Wisconsin
Anna Knutson, Duquesne University
Michelle LaFrance, George Mason University
Christina LaVecchia, Neumann University and Mayo Clinic
Sean Morey, University of Tennessee, Knoxville
Lee Nickoson, Bowling Green State University
Sarah Peterson Pittock, Stanford University
Rebecca Pope-Ruark, Elon University
Jenna Pack Sheffield, University of New Haven
Douglas Walls, North Carolina State University
Xiqiao Wang, Michigan State University
Carrie Wastal, University of California, San Diego
Joanna Wolfe, Carnegie Mellon University
David Zehr, Plymouth State University

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WAC Clearinghouse Diversity Statement View

The WAC Journal has a rich legacy and is the longest-running journal devoted to writing across the curriculum in the field. It is published by Parlor Press, the WAC Clearinghouse, and Clemson University, which is recognized as a national leader in writing and multimedia across the curriculum and digital creativity. The WAC Journal is a “double-anonymous” peer-reviewed journal, published annually. We aim to publish work that explores the multiple theoretical paradigms, diverse approaches, and potential intersections between writing across the curriculum and topics of feminism, technology, and inclusion. We welcome submissions from all WAC scholars.

The WAC Journal is available in print and online versions. To obtain a printed volume of the journal, please view our subscription information. To view the online version, please follow the links below and to the right.

Current Issue

Volume 30, 2019

CoverOpen the entire volume



Reading an Institution’s History of WAC through the Lens of Whole-Systems Theory, Brad Peters

Designing for "More": Writing’s Knowledge and Epistemologically Inclusive Teaching, Linda Adler-Kassner

Threading Competencies in Writing Courses for More Effective Transfer, Amy D. Williams and Jonathan Balzotti

The Material Contexts of Writing Assignment Design, Thomas Polk


Dannels, Deanna P., Patricia R. Palmerton, and Amy L. H. Gaffney. Oral Communication in the Disciplines: A Resource for Teacher Development and Training, reviewed by Amy Cicchino


Acrobat Reader DownloadThis volume is available in whole and in part in Adobe's Portable Document Format (PDF).

Back Issues

Volume 29, 2018
Volume 28, Fall 2017
Volume 27, Fall 2016
Volume 26, Fall 2015
Volume 25, Fall 2014
Volume 24, Fall 2013
Volume 23, November 2012
Volume 22, November 2011
Volume 21, November 2010
Volume 20, November 2009
Volume 19, August 2008
Volume 18, September 2007
Volume 17, September 2006
Volume 16, September 2005
Volume 15, September 2004
Volume 14, August 2003
Volume 13, June 2002
Volume 12, May 2001: WAC and General Education
Volume 11, April 2000
Volume 10, April 1999: Using Writing to Enhance the First-Year Experience
Volume 9, August 1998
Volume 8, August 1997: Retrospective Issue
Volume 7, August 1996
Volume 6, August 1995
Volume 5, May 1994
Volume 4, April 1993
Volume 3, 1991-1992
Volume 2, August 1990
Volume 1, June 1989