In the Long Run: A Study of Faculty in Three Writing-across-the-Curriculum-Programs

Walvoord, Barbara E.; Hunt, Linda; Dowling, Harry F.; McMahon, Joan D.

doi:10.2307/358580

Cited by 19 publications

(18 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These debates about the methods and purposes ofWAC and the possibility of maintaining disciplinary goals while collaborating across disciplines play out in real contexts, in actual classrooms, and among real-live colleagues (Walvoord, 1997). WAC is always, first, a collaborative enterprise.…”

Section: Wac's Collaborative and Developmental Modelsmentioning

confidence: 99%

10: From Transparency toward Expertise: Writing-Across-the-Curriculum as a Site for New Collaborations in Organizational, Faculty, and Instructional Development

Cottell

Hansen

Ronald

2000

To Improve the Academy

View full text Add to dashboard Cite

This paper winisform readers about a comprehensive approach tocollaborative tffotts betweenfitculty developers, discipline specificfaculty, and writing specialists. Miami University's Richard T. Farmer School ofBusiness Administration has begun tosupport a team ofwriting specialists, led byafitculty developer. This team has worked withbusinessfaculty to builda model ofcollaborationfor using Writing-Across-the-Curriculum thataddresses some ofthe shortcomings of earlier models. This paper recounts the successful use ofthis new model in one accounting class.

show abstract

Section: Wac's Collaborative and Developmental Modelsmentioning

confidence: 99%

10: From Transparency toward Expertise: Writing-Across-the-Curriculum as a Site for New Collaborations in Organizational, Faculty, and Instructional Development

Cottell

Hansen

Ronald

2000

To Improve the Academy

View full text Add to dashboard Cite

show abstract

“…Case study and longitudinal studies of professors suggest the possibilities and limits of such an approach, given the contradictions between expectations for teaching and research in US universities (Walvoord 1997;Walvoord & McCarthy 1990). Deep change requires long-term commitments to collaboration with teachers in the disciplines and institutional structures to support that.…”

Section: Contradictions Of Criticalitymentioning

confidence: 99%

Contradicciones acerca de cómo promover la escritura epistémica en las disciplinas: lo que hemos aprendido en EEUU

Russell¹

2013

REDU

View full text Add to dashboard Cite

En este artículo se describe la tradición de la investigación anglófona de América del Norte acerca del rol de la escritura en la enseñanza y el aprendizaje en la educación superior. La tradición de investigación está asociada con un movimiento de reforma de la educación de más de cuarenta años, denominado “escritura a través del currículo” (Writing Across the Curriculum; WAC) o “escritura en las disciplinas” (Writing in the Disciplines; WID). El movimiento anima a los profesores de las diferentes disciplinas a interesarse por mejorar la escritura de sus estudiantes y su formación disciplinar a través de la escritura. La investigación desarrollada bajo los movimientos WAC y WID utiliza métodos propios de la investigación educativa (y, en menor medida, de la lingüística aplicada) para comprender los roles que juega la escritura en el trabajo y la formación disciplinar, a menudo en relación con la escritura en otras instituciones (empresas, gobierno, etc.). Situar en primer plano la escritura en los movimientos WAC y WID ha revelado seis contradicciones estructurales e institucionales en la educación superior de los EEUU: 1) la escritura como herramienta transversal frente a la escritura especializada, 2) la concepción del género como un contenedor de contenido –dualismo forma/contenido- versus su concepción como acción social, 3) la escritura como medio para evaluar el aprendizaje de contenidos frente a la escritura como una herramienta de desarrollo intelectual, profesional o personal, 4) la escritura para conseguir la meta social de la escolarización (epistémica) versus escribir para contribuir a la meta social del trabajo (pragmática) 5) las tesis de máster o doctorado como el último obstáculo educativo versus su consideración como la primera actuación profesional, 6) y la escritura (y su enseñanza) para la reproducción social y/o disciplinar versus la escritura (y su enseñanza) para el cambio social y/o disciplinar.

show abstract

“…An overarching issue is sustainability. Institutional attitudes and structures militate against WAC: reductive and remedial concepts of student writing (particularly that writing is a set of general skills to be mastered once and for all in the ubiquitous first-year general writing courses); demands on faculty time for research; demands for standardized assessment, as noted above; large enrollments in many courses, and so on (Walvoord, 1997). And because WAC is not a separate curriculum, it is vulnerable to institutional shifts and funding cuts.…”

Section: Wac/widmentioning

confidence: 99%

US First-Year Composition and Writing in the Disciplines

Clark¹,

Russell²

The Routledge Companion to English Studies

View full text Add to dashboard Cite

The issue of how to help university students write more effectively has been a concern since the establishment of the first writing courses in the USA over 140 years ago. University teachers generally acknowledge that writing instruction is important, and a first-year academic writing course-called composition at most American universities and colleges-is required of almost all US students. However, there is considerable debate about how and what sort of writing should be taught, given differences in writing needs across the disciplines and professions. In the late nineteenth and early twentieth centuries, students were assigned to write about fairly general topics that involved little outside research, because the "themes" or "compositions", as they were called, were considered mere exercises, with instruction focusing on grammatical correctness, and the goal being "to bring all this heterogeneous class of young men, by constant training from October till June to the point where they can write English of which they need not be ashamed" (Copeland and Rideout 1901: 2). In the 1970s, with the growth of higher education and the entrance of more students from previously excluded groups, the writing in the disciplines (WID) movement was formed to encourage teaching staff across the curriculum to foster additional improvement in students' writing and, with it, their learning of content material and disciplinary methods.

show abstract

In the Long Run: A Study of Faculty in Three Writing-across-the-Curriculum-Programs

Cited by 19 publications

References 0 publications

10: From Transparency toward Expertise: Writing-Across-the-Curriculum as a Site for New Collaborations in Organizational, Faculty, and Instructional Development

10: From Transparency toward Expertise: Writing-Across-the-Curriculum as a Site for New Collaborations in Organizational, Faculty, and Instructional Development

Contradicciones acerca de cómo promover la escritura epistémica en las disciplinas: lo que hemos aprendido en EEUU

US First-Year Composition and Writing in the Disciplines

Contact Info

Product

Resources

About