Volume 16, September 2005

  • Assessment, Research, Discourse, Pedagogy, WID, WAC

CoverOpen the entire volume: 1 MB

Transforming WAC through a Discourse-Based Approach to University Outcomes Assessment, by John C. Bean, David Carrithers, & Theresa Earenfight, Seattle University
DOI: 10.37514/WAC-J.2005.16.1.01

Why So Many Bright Students and So Many Dull Papers?: Peer-Responded Journals as a Partial Solution to the Problem of the Fake Audience, by George Gopen, Duke University
DOI: 10.37514/WAC-J.2005.16.1.02

Claiming Research: Students as "Citizen-Experts" in WAC-Oriented Composition, by Michelle Sidler, Auburn University
DOI: 10.37514/WAC-J.2005.16.1.03

Making the Connection: A "Lived History" Assignment in an Upper-Division German Course, by Lisa Jennings, Valparaiso University
DOI: 10.37514/WAC-J.2005.16.1.04

The Tallest WAC Expert in North America: An Interview with Bill Condon, by Carol Rutz, Carleton College
DOI: 10.37514/WAC-J.2005.16.1.05

Dangerous Partnerships: How Competence Testing Can Sabotage WAC, by Doug Brent, University of Calgary
DOI: 10.37514/WAC-J.2005.16.1.06

WAC Practices at the Secondary Level in Germany, by Melinda Reichelt, University of Toledo
DOI: 10.37514/WAC-J.2005.16.1.07

Note Taking and Learning: A Summary of Research, by Françoise Boch, Stendhal University, & Annie Piolat, University of Provence
DOI: 10.37514/WAC-J.2005.16.1.08

Outcomes from The Outcomes Book, by Jacob S Blumner, Eastern Michigan University
DOI: 10.37514/WAC-J.2005.16.1.09

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Roy Andrews

Editorial Board

Liz Ahl
Robert Miller
Meg Petersen
David Zehr

Review Board

Liz Ahl, Plymouth State University
Jacob S. Blumner, Eastern Michigan University
Patricia Donahue, Lafayette College
John Eliason, Philadelphia University
Robert Miller, Plymouth State University
Meg Petersen, Plymouth State University
Carol Rutz, Carleton College
David Zehr, Plymouth State University

Managing Editor

Jane Weber


Alina Knox

The WAC Journal is Copyrighted © 2012 - 2024 Clemson University and 1989-2011 by Plymouth State University. ISSN 1544-4929. Reproduction of material from this publication, with acknowledgement of the source, is hereby authorized for educational use in non-profit organizations.