We publish news from the WAC and writing communities. Visit to catch up on upcoming conferences, see calls for proposals, notices of newly published books and other scholarly projects, stories of WAC programs and practitioners in the news. If you have WAC news you want to share, please send a note to WACClearinghouseNews@gmail.com.
Students analyze quotations to increase understanding, as shown in the related image.
Network Sense: Methods for Visualizing a Discipline, by Derek N. Mueller, has been selected as winner of the 2019 Research Impact Award by the Conference on College Composition and Communication. The award is presented annually to "the empirical research publication in the previous two years that most advances the mission of the organization or the needs of the profession." Mueller's book appears in the #writing series, edited by Cheryl E. Ball. Mueller's book is the first to be published in the series.
These kindergartners are writing across the curriculum to share their love of @FirstInMath
WAC-GO, the WAC Graduate Organization, will host a webinar on “Entering the Community: Building a Professional Identity in WAC.” The webinar is scheduled for Friday, April 12 at 2:30 PM CST.
The WAC-GO Executive Board has compiled a CCCC 2019 reference guide listing sessions more geared toward graduate students or WAC/WID-related research.
The 2019 WAC Standing Group Meeting at CCCC will take place from 3:30-4:30 PM at 401 David Lawrence Convention Center in Pittsburgh, on Friday, March 15th.
All are invited to the Association for Writing Across the Curriculum Business Meeting, which will be held at CCCC in Pittsburgh, PA on Saturday, March 16, from 8:00-9:15 am (EST) in Convention Center room 406.
John Legend’s The Show Me Campaign is working with the National Writing Project to provide funding to teams of PreK-12 teachers and collaborators from other learning-centered organizations (like libraries and museum) with LRNG Innovators grants.
Researchers Mary Murphy (principal investigator), Elizabeth Canning, Dorainne Green, and Katherine Muenks report that STEM teachers who believe in a growth mindset are more likely to have students who have stronger performance in the classroom.