Editors

David Blakesley
Cameron Bushnell

Managing Editor

Stacy Cacciatore

Editorial Board

Mike LeMahieu, Clemson University
Neal Lerner, Northeastern University
Carol Rutz, Carleton College
Meg Petersen, Plymouth State University
Terry Myers Zawacki, George Mason University

Copyeditor

Jared Jameson

Review Board

Jacob S. Blumner, University of Michigan, Flint
Patricia Donahue, Lafayette College
John Eliason, Gonzaga University
Michael LeMahieu, Clemson University
Neal Lerner, Northeastern University
Meg Petersen, Plymouth State University
Mya Poe, Northeastern University
Carol Rutz, Carleton College
Joanna Wolfe, Carnegie Mellon University
Terry Zawacki, George Mason University
David Zehr, Plymouth State University

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Welcome to The WAC Journal, a national peer-reviewed journal on writing across the curriculum. Published by Clemson University, Parlor Press, and the WAC Clearinghouse, The WAC Journal is an annual collection of articles by educators about their WAC ideas and WAC experiences. It is a journal of practical ideas and pertinent theory. 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 29, 2018

CoverOpen the entire volume

Frontmatter

WAC Seminar Participants as Surrogate WAC Consultants: Disciplinary Faculty Developing and Deploying WAC Expertise, Bradley Hughes and Elisabeth L. Miller

Writing across College: Key Terms and Multiple Contexts as Factors Promoting Students' Transfer of Writing Knowledge and Practice, Kathleen Blake Yancey, Matthew Davis, Liane Robertson, Kara Taczak, and Erin Workman

Building Sustainable WAC Programs: A Whole Systems Approach, Michelle Cox, Jeffrey Galin, and Dan Melzer

Inclusion Takes Effort: What Writing Center Pedagogy Can Bring to Writing in the Disciplines, Sarah Peterson Pittock

WAC Journal Interview of Asao B. Inoue, Neal Lerner

Getting Specific about Critical Thinking: Implications for Writing Across the Curriculum, Justin K. Rademaekers

A Tale of Two Prompts: New Perspectives on Writing-to-Learn Assignments, Anne Ruggles Gere, Anna V. Knutson, Naitnaphit Limlamai, Ryan McCarty, and Emily Wilson

More Than a Useful Myth: A Case Study of Design Thinking for Writing Across the Curriculum Program Innovation, Jenna Pack Sheffield

How Exposure to and Evaluation of Writing-to-Learn Activities Impact STEM Students' Use of Those Activities, Justin Nicholes

Preparing Writing Studies Graduate Students within Authentic WAC-Contexts: A Research Methods Course and WAC Program Review Crossover Project as a Critical Site of Situated Learning , Michelle LaFrance and Alisa Russell

"Stealth WAC": The Graduate Writing TA Program , Cameron Bushnell and Austin Gorman

Review of Reframing the Relational: A Pedagogical Ethic for Cross-Curricular Literacy Work by Sandra L. Tarabochia , reviewed by C.C. Hendricks

Review: What We Mean When We Say "Meaningful" Writing: A Review of The Meaningful Writing Project, Mary Hedengren

Contributors and Backmatter

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

Back Issues

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