Reference Guide to Writing Across the Curriculum

SKU: ISBN 1-932559-42-6

Charles Bazerman, Joseph Little, Lisa Bethel, Teri Chavkin, Danielle Fouquette, and Janet Garufis

Reference Guide to Writing Across the Curriculum cover

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ISBN 1-932559-42-6 (Paper; $30.00). © 2005 by Parlor Press and the WAC Clearinghouse; 188 pages, with bibliography and index.

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ISBN 1-932559-43-4 (Cloth; $60.00); ISBN 1-932559-44-2 (Adobe eBook; $12.00)

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Reference Guide to Writing Across the Curriculum traces the Writing Across the Curriculum movement from its origins in British secondary education through its flourishing in American higher education and extension to American primary and secondary education. The authors follow their historical review of the literature by a review of research into primary, secondary, and higher education WAC teaching and learning. Subsequent chapters examine the relations of WAC to Writing to Learn theory, research, and pedagogy, as well as its interactions with the Rhetoric of Science and Writing in the Disciplines movements. Current issues of theory and practice are followed by a presentation of best practices in program design, assessment, and classroom practices. An extensive bibliography and suggestions for further reading round out this comprehensive guide to Writing Across the Curriculum.

Reference Guides to Rhetoric and Composition Logo

Reference Guides to Rhetoric and Composition
Edited by Charles Bazerman
Published jointly by Parlor Press and the WAC Clearinghouse

About the Authors

Charles Bazerman is Professor and Chair of the Department of Education at the University of California, Santa Barbara, His most recent books are Writing Selves/Societies (co-edited with David Russell) and What Writing Does and How It Does It (co-edited with Paul Prior). His The Languages of Edison’s Light, won the Association of American Publisher’s award for the best scholarly book of 1999 in the History of Science and Technology. Joseph Little is a writer and teacher of writing who lives and works in Toronto, having earned his PhD at UCSB in Language, Literacy, and Composition Studies. His work has been published in Written Communication, Rhetoric Society Quarterly, and the Journal of Technical Writing and Communication. Lisa Bethel teaches writing in the Los Angeles area. Teri Chavkin is a doctoral student in the Gevirtz Graduate School of Education at UCSB, specializing in the teaching of writing and researching the writing processes of students with high functioning autism. Danielle Fouquette is Instructor of English at Fullerton College, where she teaches writing and researches the assumptions and perspectives of teacher commentary on student writing. Janet Garufis is adding graduate studies in writing to a successful career in the banking industry. Her interests include business writing, writing and identity, and social justice.


Part I. The WAC Movement
1 Introduction to Key Concepts

Literacy and Schooling
Reading and Writing Activities in Schooling
Literacy in the Rhetorical University
Literacy in the Research University
Literacy in High Schools
Academic Literacy
Academic Language Socialization
Literacy and Curriculum
First-Year Writing (or Composition
Writing Across the Curriculum
Writing in the Disciplines
Writing-Intensive or Writing-Emphasis Courses
Writing in the Professions
Reading in Content Areas
Writing using Reading

2 History of the WAC Movement

American Roots of Writing Across the Curriculum to 1970
The Influence of British Reforms in the 1960s & 1970s
Workshops, National Organizations and Dissemination

3 Programs in Writing Across the Curriculum

Earliest Programs
Administrative & Institutional Support and Interest (1970-1985)
Writing Across the Curriculum in K-12 Education

Part II. Approaches to Theory And Research
4 Research on WAC Teaching and Learning

Writing Across the Curriculum in K-12 Schooling
Primary School
High School
Talk and Writing in Secondary Science
Subject Organization of Secondary Schools as an Obstacle to WAC
Writing Across the Curriculum in Higher Education
Student Goals and Course Goals
Studies of WAC Instructors and Instruction
Studies of Graduate Students
Reading/Writing Connection: Specialized Forms of Reading

5 Writing to Learn

Origins of the Writing to Learn Approach
More Recent Developments
Discipline Specific Approaches

6 Rhetoric of Science, Rhetoric of Inquiry, and Writing in the Disciplines

The Politics of Academic Knowledge-Anthropology's Self Examination
The Social Location and Purposes of Academic Writing-Sociology's Rhetoric
The Rhetoric of Economics and the Rhetoric of Inquiry
Scientific Knowledge as Humanly Written-Science Studies
Rhetoric of Science
Writing and Language Focused Approaches to Writing in the Disciplines

7 On-Going Concerns: The Particularity of Disciplinary Discourses

Unity vs Particularity
Genre and Activity Theories

8 On-Going Concerns: The Place of Students in Disciplinary Discourses

Student Orientation Towards Disciplinary Assignments
Domination, Participation, and Agency

 Part III. Practical Guidelines
9 New Programmatic Directions

Coordinating with Other Campus Resources
Writing Intensive Courses
Writing Centers
Peer Tutors and Writing Fellows
English as a Second Language in a WAC Context
Enriching Student Experiences
Interdisciplinary Learning Communities
Service Learning
Electronic Communication Across the Curriculum

 10 Assessment in Writing Across the Curriculum

Assessment of Student Writing
WAC Program Assessment and Evaluation

11 WAC Classroom Practices-For Further Reading

English, Literature and Language Arts

About the Authors

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