writing across the curriculum/writing in the disciplines resources
The First-Year Writing Studio (FYWS), located in Bate 2005, provides support to students enrolled in Writing Foundations courses through individual forty-five minute tutoring sessions with English graduate students. Committed to helping students become both self-sufficient and responsible writers, sessions are structured specifically to keep the decision-making on the shoulders of the student writers. Available to help at any stage of the writing process, FYWS consultants respond as informed and invested readers, helping students to pay attention to their writing processes and products, to set goals to manage their writing processes, and to learn strategies for production and revision rather than proofreading or prescribing quick "fix-its" for their work. The FYWS aims to help student writers develop a new understanding of a collaborative writing process, helping student writers to develop a language for talking about their writing with others and develop flexible writing strategies that will help them beyond the end of a single session.
At the University Writing Center (UWC), students, faculty, and staff can receive instruction in writing skills and assistance with specific writing assignments in any discipline. Available for both on campus and online tutor sessions, Writing Consultants work one-on-one or with students for a thirty- to forty-minute session, focusing on two or three areas within a piece of writing, which students should identify prior to visiting the UWC.
The UWC is currently undergoing construction and, therefore, is operating in Joyner 1804 and 1805, as well as Graham 305 and Health Sciences 3508E.
Bazerman, Charles and David R. Russell, eds. Landmark Essays on Writing Across the Curriculum. Davis, CA: Hermagoras, 1994.
Berkenkotter, Carol and Thomas N. Huckin. Genre KNowledge in Disciplinary Communication: Cognition, Culture, Power. Hillsdale, NJ: L. Erlbaum Associates, 1995.
Duke, C.R. and R. Sanchez. Assessing Writing Across the Curriculum. Durham, NC: Carolina Academic Press, 2001.
Hall examines how universities can serve their students better when each discipline creates specific writing goals that they want students to accomplish by the time they graduate. In this program design, Hall explains how freshman composition can be used to help students transition to more advanced writing in their specific discipline. He argues that WAC programs need to be less concerned with ensuring that disciplines have writing intensive courses and focus instead on the development of writers from novices to near-experts in the field.
Herrington, Anne and Charles Moran. Genre Across the Curriculum. Logan, UT: Utah State UP, 2005.
In this article, Mcleod and Maimon examine several misconceptions that have been created by scholars opposed to WAC programs. They show how these myths were created and that they are not supported by any substantial research. They attempt to highlight what they describe as the benefits of WAC programs and show how teaching students how to write is the responsibility of professors in every discipline.
McLeod, Susan H., Eric Miraglia, Margot Soven, and Christopher Thaiss, eds. WAC for the New Millennium: Strategies for Continuing Writing Across the Curriculum Programs. Urbana, IL: National Council of Teachers of English, 2001.
Mitchell, Diana. "Writing to Learn Across the Curriculum and the English Teacher." The English Journal 85.5 (1996): 93-97.
This journal entry provides a list of writing formats that can “encourage students to write about their learning” in both English and other disciplines. Each writing format provides a list of examples for English courses and other disciplines; most examples that do not apply to English courses can be moderately adjusted to fit an English course.
Mullin and Schorn argue that WAC programs at the university level complacent and stale to the point that they take the main aims of the program for granted. They show how this complacency can impact the quality of writing instruction and provide tips for refreshing these programs. Mullin and Schorn also highlight how established programs can fight stagnation by devising methods to evaluate their programs and ensure that they meet the needs of students and professors.
Neff, Joyce M. and Carl Whithaus. Writing Across Distance and Disciplines: Research and Pedagogy in Distributed Learning. New York: Lawrence Erlbaum ASsociates, 2008.
Nelms, Gerald and Ronda Dively. "Perceived Roadblocks to Transferring Knowledge from First-Year Composition to Writing-Intensive Major Courses: A Pilot Study." Writing Program Administration 31 (2007): 214-240.
Ochsner, Robert and Judy Fowler. "Playing Devil's Advocate: Evaluating the Literature of WAC/WID Movement." American Educational Research Association 74.2 (2004): 117-140.
This review evaluates literature available on WAC and WID. Ochsner and Fowler provide a brief history of WAC/WID, citing the goals and principles of the movement when it first began in the 1970s. The authors bring attention to multiple discrepancies and undefined characteristics of WAC/WID and advise that the terms of WAC/WID be better defined, that a multimodal approach be used with WAC, and that institutions adequately assess the effectiveness of their WAC/WID programs while considering costs to the university.
Reiss, Donna, Dickie Selfe and Art Young, eds. Electronic Communication Across the Curriculum. Urbana, IL: National Council of Teachers of English, 1998.
Russell, David R. Writing in the Academic Disciplines: A Curricular History. Carbondale, IL: Southern Illinois UP, 2002.
Walvoord, Barbara E. F. and Lucille P. McCarthy. Thinking and Writing in College: A Naturalistic Study of Students in Four Disciplines. Urbana, IL: National Council of Teachers of English, 1990.
Walvoord, Barbara E. "The Future of WAC." Nation Council of Teachers of English 58.1 (1996): 58-79.
This article explores the early development and future of WAC by using the “movement” framework. WAC programs face a number of issues, such as structural issues or lack of faculty support. The author proposes that faculty at every university in support of WAC should address the program from a local perspective and set the agenda based on the university’s individual situations, because WAC programs are unique to each institution.
Yancey, K.B. and B.A. Huot. Assessing Writing Across the Curriculum: Diverse Approaches and Practices. Greenvich, CT: Ablex Publishing, 1997.
Young, Art. "The Wonder of Writing Across the Curriculum." Language and Learning Across the Disciplines. 1.1 (1994): 58-71.
Young, Art. "Writing Across and Against the Curriculum." College Composition and Communication 54.3 (2003): 472-485.
Young describes the subversive nature of writing across the curriculum and how it shakes up more traditional forms of education. Young outlines the program he developed at Clemson University to teach Poetry Across the Curriculum (PAC) by describing Poetry assignments that instructors from various disciplines have used in teaching their courses. Young outlines the benefits of PAC to help students make personal connections to the discipline and approach topics from a fresh perspective.
Please continue to check back for additions to this page.
Writing Instruction Resources