Framed in three guiding claims about relationships between Writing Across the Curriculum and queer theories, this article offers Jasbir Puar's theory of "queer assemblage" as a model for rearticulating WAC administration.

Studies have shown that students learning to write in engineering fields struggle to integrate subject matter and communication expertise, and that STEM faculty's communication knowledge often remains tacit, rather than being explicitly taught to students. Here we show a method for eliciting and revealing tacit communication knowledge using what…

In this essay, the author connects research on student learning in writing studies with the theory of signature pedagogies first presented by Shulman in 2005. In particular, the author unpacks how peer critique (also called peer review) develops the habits of mind of the discipline articulated in the "Framework for Success in Postsecondary…

In order to improve problem-solving dispositions, a section of an inquiry-based math sequence for first-year business students was linked with a section of our general education English sequence. We describe how the linked classes worked and compare some preliminary results from linked and unlinked sections of the math sequence.

Our assessment research suggests that quantitative business courses that rely primarily on algorithmic problem solving may not produce the deep learning required for addressing real-world business problems. This article illustrates a strategy, supported by recent learning theory, for promoting deep learning by moving students gradually from…

Students who demonstrate perennial difficulties with researched writing typically have poor reading skills. Those who do not improve significantly as readers and writers in first year composition, if they do not drop out, often struggle throughout college. Even when students are given explicit and enhanced instruction in reading and adjustments…

WAC scholars have demonstrated a strong commitment to faculty professional development in WAC programs but have yet to engage in much conversation, at least in scholarly literature, about the training of TAs in the teaching of writing. The rising number of TAs in doctoral-granting institutions and WAC programs suggests their role in teaching…

This monograph attempts to bring insights of diverse branches of educational theory to bear on the practical question of how faculty can leverage the diversity students bring to class in ways that support their intercultural learning outcomes. The authors aim to demonstrate the breadth of research establishing a supportive relationship between the…

Although graduate students in education are frequently required to write papers throughout their coursework, they typically have limited experience in communicating in the language of statistics, both verbally and in written form. To succeed in their future careers, students must be provided with opportunities to develop deep understandings of…

In this essay I present the results of a national study of over 2,000 writing assignments from college courses across disciplines. Drawing on James Britton's multidimensional discourse taxonomy and recent work in genre studies, I analyze the rhetorical features and genres of the assignments and consider the significance of my findings through the…

In order to help students to make connections in science and literacy through writing, the authors present them with an open-ended question (OEQ), which is a divergent assessment in the form of a writing prompt (a situation), and directions for writing at the beginning of each major unit. Students complete this assessment by the end of the unit.…

This essay shows the range to complexity for assessing academic service learning experiences. Corso recommends that instructors understand expectations for cognition, affective response, and communication competence as they place students into academic service learning experiences and as they assess learning outcomes within such contexts. Corso…

In North American university contexts, the language diversity found in English mainstream composition ("L1") classrooms resembles more and more that found in ESL ("L2") writing classrooms. As these two groups become less differentiated, those specifically trained in L2 writing might well wonder whether the needs of the…

It has been almost 30 years since the last systematic look at writing instruction in middle schools and high schools in the United States (Applebee, Writing). Since that report, there have been a number of significant changes in the contexts in which teachers teach and in which their students learn to write. Stretching back to the 1969-70 school…

Explores the history of what is now called Writing across the Curriculum (WAC), using the analogy of the university as discourse community to place the WAC movement in historical perspective and to begin to assess its significance for advanced literacy. (MG)