Integrating Writing into the Disciplines: Risks and Rewards (original) (raw)
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THE FORMATION OF A PROFESSIONAL ORGANIZATION FOR WRITING ACROSS THE CURRICULUM
Diverse Approaches to Teaching, Learning, and Writing Across the Curriculum: IWAC at 25, 2020
In this chapter, we describe the rationale for and development of the Association for Writing Across the Curriculum (AWAC), which held its first meeting for members at the 2018 International Writing Across the Curriculum Conference. We first provide a historiography of previous WAC/WID-related efforts, including the specific contributions of each one, leading up to the more formalized process of establishing this new organization. Finally, we explain our aspirations of AWAC’s role in supporting a sustainable and inclusive scholarly WAC/WID community.
Effective communication skills, both written and verbal, along with other "soft" skills, consistently top the list of surveys of employers regarding the skills they seek in new hires and the skills they often find lacking in new graduates . In 2003, a national report was released indicating that content classes outside of English composition were providing a neartotal neglect of writing (National Commission on Writing in American Schools and Colleges, 2003). Although the Writing Across the Curriculum (WAC) and closely associated Writing in the Disciplines (WID) movements had been spreading across campuses in the U.S. since the 1970s (Russell, 2012), at the time of the report it does not appear that the incorporation of writing in specific disciplines or majors outside of the English department had taken off in the U.S., despite the success of WAC and WID programs on campuses across the country and wellattended WAC conferences. Their recommendations included a call for support not just from educators but also from federal and state policymakers to make resources available to support a real, fundamental reformulation of society's view of learning through writing and communication and not just another educational fad imposed upon overworked educators.
First Steps: New Faculty, New Writing across the Curriculum Program
1992
The chair of a newly-formed Committee on Writing, whose charge it was to define writing-intensive courses and make recommendations on a college-wide writing program, was forced to examine her own beliefs and priorities about language and learning. The committee had at least one member from each academic division, met weekly during the semester, and communicated during the week through memos, shared readings, and informal conversations. Even as the committee members read about forndering or defunct writing-across-the-curriculum (WAC) programs, it soon became clear that the committee itself was a living example of the deep philosophical differences that had haunted pioneering WAC programs. Despite their differences, committee members did share common purposes, including the desire to improve writing and learning, to make students, experiences more productive, and to help students become more self-reflective writers and more critical thinkers. A confrontational approach to disagreements cam be destructive of what could be challenging and productive relationships between people in diverse fields with diverse views. (RS)
New Directions for Teaching and Learning, 1988
In the fall of 1987, we sent a survey to all four-year and two-year colleges and universities in the United States and Canada. From it, we have compiled the following annotated list of writing across the curriculum programs, which we hope will be of use both to institutions seeking to start a WAC program and institutions needing advice about supporting fledgling programs. Surveys were mailed to 2,735 institutions; 1,112 were returned, 427 of which indicated that the institution has a WAC program in place. Those 427 programs are listed here. Since WAC programs are dynamic and evolve through the years, the components listed for each institution represent parts that have existed during the life of the program, although perhaps not at present. Listings are incomplete if surveys were returned to us with information missing. We thank the Department of English at Washington State University for its generous support of this project.