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.
Over a quarter of a century [after the beginning of the modern WAC movement], we have learned much about writing across the curriculum and the associated disciplines and professions. We also have learned much about how to grow and run successful WAC programs in different campus cultures. This book draws the history of the movement together with the research and programmatic savvy we have developed..
Ч"Preface," Charles Bazerman
Co-author and Series Editor
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 / Writing Societies ( co-edited with David Russell; http://wac.colostate.edu/books/ selves_societies/ ) and What Writing Does and How It Does It ( co-edited with Paul Prior ). His recent book, 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.