National Writing Project

The WAC Journal: Research and Ideas in Writing Across the Curriculum

Date: July 17, 2012

Summary: The WAC Journal continues the conversation on writing across the curriculum with their November 2011 issue and provides a collection of articles by educators exchanging practical ideas, pertinent theory, and their WAC experiences.


The Intradisciplinary Influence of Composition and WAC, Part Two: 1986–2006
By Chris M. Anson and Karla Lyles

In the second part of their study of Writing Across the Curriculum (WAC), Chris M. Anson and Karla Lyles continue to track how the WAC movement developed and examine how writing was taught in a range of disciplines in the years 1986–2006.

Preparing Faculty, Professionalizing Fellows: Keys to Success with Undergraduate Writing Fellows in WAC
By Emily Hall and Bradley Hughes

As Undergraduate Writing Fellows and WAC Fellows programs increase in universities across America, Emily Hall and Bradley Hughes praise the many successful, mutually beneficial relationships that have formed between faculty and Fellows, while pointing out the challenges in maintaining constructive collaborations.

What Difference Do Writing Fellows Programs Make?
By Dara Rossman Regaignon and Pamela Bromley

To examine the direct impact Writing Fellows programs have on students' writing, Dara Rossman Regaignon and Pamela Bromley launch a pilot program at Pomona College. Their report describes the methods they took in obtaining participants, the feedback and portfolio assessment given, and the results they found.

Genre Awareness, Academic Argument, and Transferability
By Irene L. Clark and Andrea Hernandez

Can first-year writing classes help students in other disciplines? Authors Irene L. Clark and Andrea Hernandez delve into this question by examining the results of a pilot study designed to help students acquire "genre awareness" and write effectively across different courses.

Using Grounded Theory in Writing Assessment
By Todd Migliaccio and Dan Melzer

The current format of writing assessment often leaves teachers and graders frustrated by its simplified and standardized nature. Authors Todd Migliaccio and Dan Melzer offer a possible solution through the grounded theory approach, a research methodology that emphasizes dialogue, context, and a relationship between analysis and theory building, and discuss how it can be used by instructors.

Building Better Bridges: What Makes High School-College WAC Collaborations Work?
By Jacob Blumner and Pamela Childers

As high school teachers work with college professors to better prepare students for writing across the curriculum, ensuring the success of these unions becomes a key issue. Following a workshop examining past and present partnerships and studying responses from participants, Jacob Blumner and Pamela Childers report what makes successful collaborations and how they can be replicated.

A WAC Teacher and Advocate: An Interview with Rita Malenczyk
By Carol Rutz

Carol Rutz interviews Rita Malenczyk, Director of the University Writing Program at Eastern Connecticut State University, about her experience as a writing program administrator (WPA), work on writing across the curriculum (WAC), and other memorable events in her career.

Related Resource Topics

© 2023 National Writing Project