Drawing on interviews with faculty and administrators across the curriculum, this article argues for a new approach to WAC/WID that I call writing in the professions (WIP). A WIP curriculum emphasizes writing with/for audiences outside the university and in genres that are intended for use beyond the classroom, rather than in simulated genres…

"Sustainable WAC: A Whole Systems Approach to Launching and Developing Writing Across the Curriculum Programs" (Cox, Galin, & Melzer, 2018a) lays out a systematic whole systems approach to program development that draws on complexity theories and integrates the use of sustainability indicators (SIs) for monitoring and assessing…

This essay reports on an interview-based study of ten veteran WPAs, whose three decades of service spans neoliberalism's growing influence on universities. Our findings trace their enactment of social resilience, a dynamic, relational process that allowed them, even in the face of constraint, to act and to preserve key commitments.

We in composition studies have countered the suspicion that what we do is "simplistic in method and impoverished in content" by insisting on our own disciplinary expertise, an insistence that has gained us administrative support and, arguably, better working conditions. Yet this article explores a problem that arose for the author as a…

This article provides background on Louisiana State University's Communication across the Curriculum (CxC) program and details the history and logistics of its experiential learning and community outreach event--TEDxLSU. In particular, the authors provide details on the Student Creative Communications Team (SCCT) which conceptualizes, plans, and…

This program profile examines efforts by WPAs at York College, a senior college in the CUNY system, to adapt to externally imposed changes and develop a locally meaningful writing program. 1999 marked the end of remediation at four-year (senior) colleges in The City University of New York. The elimination of developmental writing at CUNY's senior…

This institutional autoethnography (IAE) explores the political and pedagogical dynamics of WPA and WAC/WID work within an exceedingly small, resolutely single-sex, and assuredly rural liberal arts campus ecology. Working within a theoretical framework informed by WAC/WID's historical commitment to increasing literacy in students from diverse…

Written by a WAC program director and second language writing studies scholar, this article raises questions about how second language writers are faring in WAC programs and the extent to which the fields of second language writing and WAC are informed by each other's scholarship. In this article, Cox draws from her review of 26 journal articles…

Reports on the guidelines governing the formation and operation of affiliates of the National Council of Writing Program Administrators. (HB)

Describes a writing across the curriculum program at the University of California, San Diego. Reports on the program's design and administration, summarizes how students assess the program, and discusses administrative issues particular to the program. (MS)

Describes the implementation of a writing across the curriculum program at one university's writing center. Discusses solutions to counter the strains placed on the center by this additional program. (MM)

This short 3-page article presents four examples of innovative higher education programs that failed because the ideas were imported from other institutions without understanding the substructures that were needed for success. In the first case study, a Writing Across the Curriculum program was implemented through writing-intensive courses…

Presents results of a survey of 121 community colleges with active writing across the curriculum (WAC) programs, focusing on basic program features (e.g., longevity, program administration, funding, WAC workshops, student support, and curricular changes), benefits of WAC, and possible impediments to WAC. (DMM)

Describes the mechanics of workshops designed to introduce new ideas about teaching with writing to instructors in all subject areas. Focuses on: leader qualities; workshop content; and logistics (setting, size, time, and equipment). (MM)

Argues that the writing program serving second-language writers requires the following: a program and courses that provide and use social context for writing and language development; teachers who know about both writing and language; and assessment that takes into account principles of language acquisition and literacy development. (JK)