Pub Date : 1900-01-01DOI: 10.37514/WAC-J.2020.31.1.04
Thomas Polk
{"title":"Something Larger Than Imagined: Developing a Theory, Building an Organization, Sustaining a Movement","authors":"Thomas Polk","doi":"10.37514/WAC-J.2020.31.1.04","DOIUrl":"https://doi.org/10.37514/WAC-J.2020.31.1.04","url":null,"abstract":"","PeriodicalId":210468,"journal":{"name":"The WAC Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116185857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.37514/wac-j.2019.30.1.02
Linda Adler-Kassner
Writing professionals understand that the focus of our discipline—working with people to study writing—leads to conversations about teaching that extend well beyond writing per se. That’s because writing is “never just writing” (Adler-Kassner). Instead, it is two things: the representation of knowledge-making in specific contexts, what we might think of as writing as noun, and a process that can be used to explore those contexts and practices, what we might think of as writing as verb. This latter perspective is reflected in Sandra Tarabochia’s assertion that WAC/WID facilitators can and should act as “designers” with faculty colleagues outside of our discipline, understanding that we can facilitate “investigation[s] of the process of change as an experience of learning” (72). This investigation, Tarabochia asserts, involves collaborative activity that contributes to faculty members’ understandings of their own and others’ experiences with meaning-making within the specific context of their own disciplines, especially as they occur through writing. (72–73). This article reports on a study of faculty participants in a seminar that is grounded in this notion of writing’s professional knowledge. Labeled neither “WAC” nor “WID,” the seminar is based on the idea that writing is never just writing but is instead a product (writing as noun) and a process (writing as verb) integrally related to epistemologies and identities. These include disciplinary epistemologies and identities in which faculty participate by virtue of their membership in academic disciplines. They also include the epistemologies and identities that students bring to those disciplines, especially introductory courses designed to introduce them to those disciplines. The analysis here comes from research that investigates the question: is the seminar “working”? The term working is shorthand for enactments of writing’s professional knowledge: engaging faculty in the study of knowledge and
{"title":"Designing for �More�: Writing�s Knowledge and Epistemologically Inclusive Teaching","authors":"Linda Adler-Kassner","doi":"10.37514/wac-j.2019.30.1.02","DOIUrl":"https://doi.org/10.37514/wac-j.2019.30.1.02","url":null,"abstract":"Writing professionals understand that the focus of our discipline—working with people to study writing—leads to conversations about teaching that extend well beyond writing per se. That’s because writing is “never just writing” (Adler-Kassner). Instead, it is two things: the representation of knowledge-making in specific contexts, what we might think of as writing as noun, and a process that can be used to explore those contexts and practices, what we might think of as writing as verb. This latter perspective is reflected in Sandra Tarabochia’s assertion that WAC/WID facilitators can and should act as “designers” with faculty colleagues outside of our discipline, understanding that we can facilitate “investigation[s] of the process of change as an experience of learning” (72). This investigation, Tarabochia asserts, involves collaborative activity that contributes to faculty members’ understandings of their own and others’ experiences with meaning-making within the specific context of their own disciplines, especially as they occur through writing. (72–73). This article reports on a study of faculty participants in a seminar that is grounded in this notion of writing’s professional knowledge. Labeled neither “WAC” nor “WID,” the seminar is based on the idea that writing is never just writing but is instead a product (writing as noun) and a process (writing as verb) integrally related to epistemologies and identities. These include disciplinary epistemologies and identities in which faculty participate by virtue of their membership in academic disciplines. They also include the epistemologies and identities that students bring to those disciplines, especially introductory courses designed to introduce them to those disciplines. The analysis here comes from research that investigates the question: is the seminar “working”? The term working is shorthand for enactments of writing’s professional knowledge: engaging faculty in the study of knowledge and","PeriodicalId":210468,"journal":{"name":"The WAC Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127939018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.37514/wac-j.2022.33.1.07
Olivia Rowland
{"title":"Review: Cultivating Critical Language Awareness in the Writing Classroom","authors":"Olivia Rowland","doi":"10.37514/wac-j.2022.33.1.07","DOIUrl":"https://doi.org/10.37514/wac-j.2022.33.1.07","url":null,"abstract":"","PeriodicalId":210468,"journal":{"name":"The WAC Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124555257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.37514/wac-j.2019.30.1.03
Amy D. Williams, Jonathan Balzotti
This article contributes to current conversations about transfer, specifically how WAC courses can encourage vertical transfer (Melzer). The authors draw on research in learner development that demonstrates how a threaded curriculum approach helps students learn concepts and skills and apply that knowledge in multiple contexts. Additionally, a threaded curriculum can incorporate pedagogical elements that have been linked to effective transfer, such as abstract conceptualization and metacognition. The authors present an instructional model for sequenced writing courses that leverages this research and moves away from disconnected writing courses. The threaded curriculum explored here promotes vertical transfer between an introductory professional writing course and a professional writing internship course. Both classes explicitly thread common competencies (which the authors define as purposeful combinations of concepts, skills, and learning dispositions) and common pedagogical activities (experiential learning and reflection) throughout the curriculum. Though designed for professional writing courses, this threaded-competencies curriculum offers a pattern that can be adapted for WAC courses in any discipline.
{"title":"Threading Competencies in Writing Courses for More Effective Transfer","authors":"Amy D. Williams, Jonathan Balzotti","doi":"10.37514/wac-j.2019.30.1.03","DOIUrl":"https://doi.org/10.37514/wac-j.2019.30.1.03","url":null,"abstract":"This article contributes to current conversations about transfer, specifically how WAC courses can encourage vertical transfer (Melzer). The authors draw on research in learner development that demonstrates how a threaded curriculum approach helps students learn concepts and skills and apply that knowledge in multiple contexts. Additionally, a threaded curriculum can incorporate pedagogical elements that have been linked to effective transfer, such as abstract conceptualization and metacognition. The authors present an instructional model for sequenced writing courses that leverages this research and moves away from disconnected writing courses. The threaded curriculum explored here promotes vertical transfer between an introductory professional writing course and a professional writing internship course. Both classes explicitly thread common competencies (which the authors define as purposeful combinations of concepts, skills, and learning dispositions) and common pedagogical activities (experiential learning and reflection) throughout the curriculum. Though designed for professional writing courses, this threaded-competencies curriculum offers a pattern that can be adapted for WAC courses in any discipline.","PeriodicalId":210468,"journal":{"name":"The WAC Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131079393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.37514/wac-j.2022.32.1.06
T. Zawacki
{"title":"Conversations in Process: Two Dynamic Program Builders Talk about Adapting WAC for Trilingual Hong Kong","authors":"T. Zawacki","doi":"10.37514/wac-j.2022.32.1.06","DOIUrl":"https://doi.org/10.37514/wac-j.2022.32.1.06","url":null,"abstract":"","PeriodicalId":210468,"journal":{"name":"The WAC Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130252645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.37514/wac-j.2022.33.1.02
Ashley. Holmes, K. Yancey, �de O'Sullivan, D. Hart, Y. Sinha
A lifewide approach to writing and writing across the curriculum (WAC) recognizes education as a holistic endeavor that values the range of environments in which learning occurs (Commission of the European Communities, 2000; Skolverket, 2000). Drawing on student data (surveys, interviews, and maps) collected from students at six institutions across three continents, we document and describe the rich writing lives students experience within their course-based, self-motivated, civic, internship, co-curricu-lar, work-based, and other “spheres” of writing (see O’Sullivan et al., 2022; Yancey et al., 2022). Students’ writing lives are located across a diverse set of spheres, often providing for authentic writerly roles, and are characterized by six features: (1) writing regularly/sustained engagement; (2) valuing writing; (3) engaging in personal expression and having an opportunity to be heard; (4) using writing for entry into and continuation of community membership; (5) perceiving writing as providing rich connections; and (6) being aware of and accepting challenges inherent to writing. WAC programs, we believe, would benefit from re-envisioning WAC through a lifewide lens and working to better understand students’ lifewide writing lives. Lifewide WAC practices draw from and support student writers in lifewide learning by eliciting students’ prior writing experiences, using lifewide writing as a bridge for entry into disciplinary communities, assigning meaningful and diverse genres of writing, and being transparent about the complexities inherent in classroom-based writing and in writing spheres beyond the university. More than inviting students as stakeholders in program design or partnering with various programs on campus, Lifewide WAC provides an opportunity to increase students’ agency as they continue to develop life-wide writerly identities.
终身写作和跨课程写作(WAC)将教育视为一项整体努力，重视学习发生的各种环境(欧洲共同体委员会，2000;Skolverket, 2000)。根据从三大洲六所院校的学生中收集的学生数据(调查、访谈和地图)，我们记录并描述了学生在课程、自我激励、公民、实习、课外、工作和其他写作“领域”中所经历的丰富的写作生活(参见O 'Sullivan等人，2022;Yancey et al.， 2022)。学生的写作生活分布在不同的领域，通常提供真实的作家角色，并具有六个特征:(1)定期/持续的写作;(2)重视写作;(三)有个人表达意见的机会;(四)以文字方式入会和继续入会的;(5)认为写作提供了丰富的联系;(6)意识到并接受写作固有的挑战。我们相信，WAC项目将受益于通过终身视角重新设想WAC，并努力更好地了解学生的终身写作生活。终身WAC实践从学生作家的终身学习中汲取和支持，通过引出学生以前的写作经验，使用终身写作作为进入学科社区的桥梁，分配有意义和多样化的写作类型，并对课堂写作和大学以外的写作领域固有的复杂性保持透明。除了邀请学生作为项目设计的利益相关者或与校园内的各种项目合作外，终身WAC还为学生提供了一个机会，在他们继续发展终身作家身份的同时，增加他们的代理能力。
{"title":"Lifewide Writing across the Curriculum: Valuing Students� Multiple Writing Lives Beyond the University","authors":"Ashley. Holmes, K. Yancey, �de O'Sullivan, D. Hart, Y. Sinha","doi":"10.37514/wac-j.2022.33.1.02","DOIUrl":"https://doi.org/10.37514/wac-j.2022.33.1.02","url":null,"abstract":"A lifewide approach to writing and writing across the curriculum (WAC) recognizes education as a holistic endeavor that values the range of environments in which learning occurs (Commission of the European Communities, 2000; Skolverket, 2000). Drawing on student data (surveys, interviews, and maps) collected from students at six institutions across three continents, we document and describe the rich writing lives students experience within their course-based, self-motivated, civic, internship, co-curricu-lar, work-based, and other “spheres” of writing (see O’Sullivan et al., 2022; Yancey et al., 2022). Students’ writing lives are located across a diverse set of spheres, often providing for authentic writerly roles, and are characterized by six features: (1) writing regularly/sustained engagement; (2) valuing writing; (3) engaging in personal expression and having an opportunity to be heard; (4) using writing for entry into and continuation of community membership; (5) perceiving writing as providing rich connections; and (6) being aware of and accepting challenges inherent to writing. WAC programs, we believe, would benefit from re-envisioning WAC through a lifewide lens and working to better understand students’ lifewide writing lives. Lifewide WAC practices draw from and support student writers in lifewide learning by eliciting students’ prior writing experiences, using lifewide writing as a bridge for entry into disciplinary communities, assigning meaningful and diverse genres of writing, and being transparent about the complexities inherent in classroom-based writing and in writing spheres beyond the university. More than inviting students as stakeholders in program design or partnering with various programs on campus, Lifewide WAC provides an opportunity to increase students’ agency as they continue to develop life-wide writerly identities.","PeriodicalId":210468,"journal":{"name":"The WAC Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130452146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.37514/WAC-J.2020.31.1.01
M. Palmquist
Writing across the curriculum (WAC) activities and assignments have typically been characterized as fitting into one of two categories: writing to learn (WTL) or writing in the disciplines (WID, sometimes referred to as “writing to communicate”). This article suggests that WTL and WID are better viewed as the ends of a spectrum of WAC activities and assignments. Between WTL and WID, a third set of activities and assignments, writingto-engage (WTE), offers a promising means of extending the critical thinking involved in WTL, engaging students in critical thinking about disciplinary knowledge and processes, and laying additional groundwork for writing to communicate within a discipline or profession. Drawing on Bloom’s taxonomy of cognitive skills as modified by Anderson and Krathwohl (2001), this article argues that WTE activities and assignments offer additional precision and nuance for understanding how writing can be used to support learning in courses that employ WAC pedagogies.
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Pub Date : 1900-01-01DOI: 10.37514/wac-j.2022.33.1.03
Dori Coblentz, Jonathan Shelley
Instructors within the writing across the curriculum (WAC) movement leverage student writing for learning and engagement beyond the traditional English or composition classroom. To this end, WAC pedagogy fore-grounds the benefits of real-world active learning strategies. Educators often find it logistically difficult to create sustainable versions of these realistic environments, however. The same challenges faced by writing instructors present themselves across disciplinary contexts, including ethics and computer science instruction. In this article, we describe our integrated ethics module linking first-year composition students with computer science cap-stone design teams to better integrate the study of ethics into the writing classroom while giving students more realistic contexts for practice. The tension between two prominent metaphors for learning – the swamp (the messy situationality of professional practice) and the scaffold (the building of progressively more challenging tasks for students out of smaller, simpler assignments) – guides our discussion of WAC-centered course design.
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