Pub Date : 1900-01-01DOI: 10.37514/wac-j.2022.33.1.01
Mandy Olejnik, E. Wardle, J. Maher, William S. Chesher, Angela Glotfelter
This article argues that writing across the curriculum (WAC) programs are well-positioned to change not only faculty (and student) conceptions around writing within the university, but also to collaborate with disciplinary faculty who have crossed conceptual thresholds about writing and work together with them to advocate for changed conceptions of writing beyond the university. Faculty can and do change their conceptions around writing when engaging in WAC programming that is intentionally designed around conceptual and systemic change. Similar methods for change-focused work can also be used beyond the university
{"title":"Working With Faculty Partners to Change Conceptions of Writing Beyond University Walls","authors":"Mandy Olejnik, E. Wardle, J. Maher, William S. Chesher, Angela Glotfelter","doi":"10.37514/wac-j.2022.33.1.01","DOIUrl":"https://doi.org/10.37514/wac-j.2022.33.1.01","url":null,"abstract":"This article argues that writing across the curriculum (WAC) programs are well-positioned to change not only faculty (and student) conceptions around writing within the university, but also to collaborate with disciplinary faculty who have crossed conceptual thresholds about writing and work together with them to advocate for changed conceptions of writing beyond the university. Faculty can and do change their conceptions around writing when engaging in WAC programming that is intentionally designed around conceptual and systemic change. Similar methods for change-focused work can also be used beyond the university","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":"116247246","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.2022.33.1.05
Brian Gogan, Lisa R Singleterry, Susan L. Caulfield, Moline Mallamo
This article advances the DAPOE (directions, audience, purpose, objectives, and evaluation) framework to describe the genre of the formal writing assignment prompt and to assist genre uptake by students and teachers alike. To support our endorsement of this framework, we (1) ground our discussion of the writing assignment prompt in rhetorical genre theory; (2) define the five core components of the DAPOE framework; (3) synthesize the extant research on the formal writing assignment prompt; (4) demonstrate how this research-derived framework might be used as a research lens to analyze the effectiveness of writing assignment prompts across the curriculum; and, (5) discuss the implications of our framework and our research on writing across the curriculum initiatives.
{"title":"Writing Assignment Prompts Across the Curriculum: Using the DAPOE Framework for Improved Teaching and Aggregable Research","authors":"Brian Gogan, Lisa R Singleterry, Susan L. Caulfield, Moline Mallamo","doi":"10.37514/wac-j.2022.33.1.05","DOIUrl":"https://doi.org/10.37514/wac-j.2022.33.1.05","url":null,"abstract":"This article advances the DAPOE (directions, audience, purpose, objectives, and evaluation) framework to describe the genre of the formal writing assignment prompt and to assist genre uptake by students and teachers alike. To support our endorsement of this framework, we (1) ground our discussion of the writing assignment prompt in rhetorical genre theory; (2) define the five core components of the DAPOE framework; (3) synthesize the extant research on the formal writing assignment prompt; (4) demonstrate how this research-derived framework might be used as a research lens to analyze the effectiveness of writing assignment prompts across the curriculum; and, (5) discuss the implications of our framework and our research on writing across the curriculum initiatives.","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":"132798746","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.2022.32.1.04
Letizia M. Guglielmo
{"title":"Feminist Rhetorics in Writing Across the Curriculum: Supporting Students as Agents of Change","authors":"Letizia M. Guglielmo","doi":"10.37514/wac-j.2022.32.1.04","DOIUrl":"https://doi.org/10.37514/wac-j.2022.32.1.04","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":"128026980","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.2020.31.1.05
C. Bushnell
{"title":"Carol Rutz: Conversations about Writing in WAC and Beyond","authors":"C. Bushnell","doi":"10.37514/WAC-J.2020.31.1.05","DOIUrl":"https://doi.org/10.37514/WAC-J.2020.31.1.05","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":"127579423","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.2022.33.1.06
Hannah Ringler
{"title":"Review: Writing STEAM: Composition, STEM, and a New Humanities","authors":"Hannah Ringler","doi":"10.37514/wac-j.2022.33.1.06","DOIUrl":"https://doi.org/10.37514/wac-j.2022.33.1.06","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":"129359130","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.2022.32.1.05
E. Miller
While teaching assistants (TAs) often play a crucial role in teaching writ-ing-intensive courses and often go on into faculty careers, a relatively small body of research has interrogated the ways that WAC/WID programs may effectively train and support disciplinary TAs. In this essay, we draw on surveys and interviews with former WAC TA Fellows—disciplinary TAs who helped to lead training for new TAs teaching writing-intensive courses at a large research university. We offer this close analysis of the WAC TA Fellow role as one relatively short-term and small-scale model with, we find, significant and ongoing benefits for supporting disciplinary TAs as emerging professionals and as future WAC allies. first provide an overview of the WAC TA Fellow program that we are studying in this essay; we then review literature from WAC and from the scholarship of teaching and learning regarding the needs and options for TA training related to pedagogy—revealing gaps around empirical evidence for the effectiveness of various training models and a growing interest in ways to engage TAs in leadership roles around teaching training. We then lay out our survey and interview-based research designed to contribute to these knowledge gaps. Finally, we analyze those survey and interview responses (which form a rich data set: thirty-three former TAs
助教(助教)通常在教学写作密集型课程中扮演着至关重要的角色，并且通常会进入教师职业生涯，但相对较小的研究机构已经质疑了WAC/WID项目如何有效地培训和支持学科助教。在这篇文章中，我们利用了对前WAC助教的调查和采访，这些助教是一所大型研究型大学的学科助教，他们帮助指导了新助教教授写作密集型课程的培训。我们将WAC助教角色作为一个相对短期和小规模的模型进行了仔细分析，我们发现，对于支持学科助教作为新兴专业人士和未来WAC盟友来说，这是一个显著和持续的好处。首先提供我们在本文中研究的WAC TA Fellow计划的概述;然后，我们回顾了WAC和教与学方面的文献，这些文献涉及到与教育学相关的助教培训的需求和选择，揭示了各种培训模式有效性的经验证据之间的差距，以及越来越多的人对如何让助教在教学培训中担任领导角色的兴趣。然后，我们列出了我们的调查和基于访谈的研究，旨在弥补这些知识差距。最后，我们分析了这些调查和访谈反馈(形成了一个丰富的数据集:33位前助教)
{"title":"�A long-lasting positive experience� from a Short-term Commitment: The Power of the WAC TA Fellow Role for Disciplinary TAs","authors":"E. Miller","doi":"10.37514/wac-j.2022.32.1.05","DOIUrl":"https://doi.org/10.37514/wac-j.2022.32.1.05","url":null,"abstract":"While teaching assistants (TAs) often play a crucial role in teaching writ-ing-intensive courses and often go on into faculty careers, a relatively small body of research has interrogated the ways that WAC/WID programs may effectively train and support disciplinary TAs. In this essay, we draw on surveys and interviews with former WAC TA Fellows—disciplinary TAs who helped to lead training for new TAs teaching writing-intensive courses at a large research university. We offer this close analysis of the WAC TA Fellow role as one relatively short-term and small-scale model with, we find, significant and ongoing benefits for supporting disciplinary TAs as emerging professionals and as future WAC allies. first provide an overview of the WAC TA Fellow program that we are studying in this essay; we then review literature from WAC and from the scholarship of teaching and learning regarding the needs and options for TA training related to pedagogy—revealing gaps around empirical evidence for the effectiveness of various training models and a growing interest in ways to engage TAs in leadership roles around teaching training. We then lay out our survey and interview-based research designed to contribute to these knowledge gaps. Finally, we analyze those survey and interview responses (which form a rich data set: thirty-three former TAs","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":"122367746","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.2022.32.1.03
Carol Rutz
{"title":"Fearlessness, Sustainability, and Adaptability via WAC in a Small School","authors":"Carol Rutz","doi":"10.37514/wac-j.2022.32.1.03","DOIUrl":"https://doi.org/10.37514/wac-j.2022.32.1.03","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":"124731220","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.2019.30.1.04
Thomas Polk
Scholarship on assignment design has largely concerned itself with the difficulty of designing effective writing assignments. While this research offers practical advice for instructors, it often overlooks important contextual factors that influence how writing assignments materialize. This research begins the work of contextualizing assignment design by reporting on interviews conducted with thirty-three faculty members who teach writing-intensive courses across the disciplines at George Mason University. Interviews prompted participants to describe the most pressing decisions they made while designing their assignments. Participants reported decisions related to the following five categories: promoting student agency, defining the writing task, scaffolding the process, clarifying communications, and navigating the institution. Findings from this study reveal that faculty decisions are frequently motivated by pedagogical intentions; however, this research also reveals that institutional and personal motivations exercise significant influence on decision-making.
{"title":"The Material Contexts of Writing Assignment Design","authors":"Thomas Polk","doi":"10.37514/wac-j.2019.30.1.04","DOIUrl":"https://doi.org/10.37514/wac-j.2019.30.1.04","url":null,"abstract":"Scholarship on assignment design has largely concerned itself with the difficulty of designing effective writing assignments. While this research offers practical advice for instructors, it often overlooks important contextual factors that influence how writing assignments materialize. This research begins the work of contextualizing assignment design by reporting on interviews conducted with thirty-three faculty members who teach writing-intensive courses across the disciplines at George Mason University. Interviews prompted participants to describe the most pressing decisions they made while designing their assignments. Participants reported decisions related to the following five categories: promoting student agency, defining the writing task, scaffolding the process, clarifying communications, and navigating the institution. Findings from this study reveal that faculty decisions are frequently motivated by pedagogical intentions; however, this research also reveals that institutional and personal motivations exercise significant influence on decision-making.","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":"121391637","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.2019.30.1.05
Amy Cicchino
{"title":"Review: Oral Communication in the Disciplines: A Resource for Teacher Development and Training","authors":"Amy Cicchino","doi":"10.37514/wac-j.2019.30.1.05","DOIUrl":"https://doi.org/10.37514/wac-j.2019.30.1.05","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":"132348627","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}
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