Writing Across the Curriculumcompiles important work on both the history of WAC and evolving questions in the field today. Ideal for both newcomers to and scholars of the movement, the text offers landmark readings, key empirical studies on students' experience of writing in and across the disciplines; and advice about building and sustaining WAC programs.

Introduction
A History of Inquiry: The Resilience of Writing
Across the Curriculum	p. 1
Charting the WAC Movement	p. 11
Introduction	p. 13
The Writing-Across-the-Curriculum Movement: 1970-1990	p. 15
Language Across the Curriculum	p. 46
The Pedagogy of Writing Across the Curriculum	p. 53
WAC as Critical Pedagogy: The Third Stage?	p. 69
Theory in WAC: Where Have We Been, Where Are We Going?	p. 85
Practicing WAC	p. 103
Introduction	p. 105
Showing, Not Telling, at a Writing Workshop	p. 108
Writing to Learn: Writing Across the Disciplines	p. 118
Writing Assignments Across the Curriculum: A National Study of College Writing	p. 128
Microtheme Strategies for Developing Cognitive Skills	p. 146
Writing Across and Against the Curriculum	p. 158
Introducing Students to Disciplinary Genres: The Role of the General Composition Course	p. 168
One Size Does Not Fit All: Plagiarism Across the Curriculum	p. 181
Interdisciplinary Work as Professional Development: Changing the Culture of Teaching	p. 195
Theorizing and Researching WAC	p. 207
Introduction	p. 209
Ways of Knowing, Doing, and Writing in the Disciplines	p. 212
From Cultural Criticism to Disciplinary Participation: Living with Powerful Words	p. 239
Strangers in Academia: The Experiences of Faculty and ESL Students Across the Curriculum	p. 246
"As You're Writing, You Have These Epiphanies": What College Students Say About Writing and Learning in Their Majors	p. 261
The Novice as Expert: Writing the Freshman Year	p. 290
Innovation Across the Curriculum: Three Case Studies in Teaching Science and Engineering Communication	p. 310
Expanding The Locus of WAC	p. 345
Introduction	p. 347
Community Colleges
Writing Across the Curriculum and Writing Centers in Two-Year College English Programs	p. 351
Writing Centers
Rethinking the WAC/Writing Center Connection	p. 366
Linked courses/Learning Communities
Why Is Being Interdisciplinary So Very Hard to Do?: Thoughts on the Perils and Promise of Interdisciplinary Pedagogy	p. 380
Communication Across the Curriculum
Teaching and Learning a Multimodal Genre in a Psychology Class	p. 399
Electronic Communication Across the Curriculum
Notes on the Evolution of Network Support for Writing Across the Curriculum	p. 421
Esl
Beyond the L2 Metaphor: Towards a Mutually Transformative Model of ESL/WAC Collaboration	p. 441
International WAC
Exploring Notions of Genre in "Academic Literacies" and "Writing Across the Curriculum": Approaches Across Countries and Contexts	p. 448
Assessing WAC	p. 473
Introduction	p. 475
Assessing Writing in Cross-Curricular Programs: Determining the Locus of Activity	p. 477
Merging a Culture of Writing with a Culture of Assessment: Embedded, Discipline-Based Writing Assessment	p. 493
The Writer's Personal Profile: Student Self-Assessment and Goal Setting at Start of Term	p. 508
From Conduit to Customer: The Role of WAC Faculty in WAC Assessment	p. 524
WAC Program Vulnerability and What to Do About It: An Update and Brief Bibliographic Essay	p. 543
Selected Readings and Resources	p. 557
About the Editors	p. 566
Index	p. 569
Table of Contents provided by Ingram. All Rights Reserved.

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