Interdisciplinary collaborations to help students compose for discipline-specific contexts draw on multiple expertise. Science, technology, education, and mathematics (STEM) programs particularly rely on their writing colleagues because (1) their academic expertise is often not writing and (2) teaching writing often necessitates a redesigning of…

Theorizing WPA expertise as problem-oriented, stakeholder-inclusive practice, we apply the twenty-first-century paradigm of transdisciplinarity to a campus WID Initiative to read and argue that data-driven research capturing transdisciplinary WPA methods in action will allow us to better understand, represent, and leverage…

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…

Presents a systematic procedure and leading questions to make communication among faculty colleagues in various disciplines more manageable. (HTH)

Describes an experimental course, independently developed by the writing faculty, but with assignments adapted to the biology class. (HTH)

Describes a philosophy course with an expanded writing component. Includes samples of writing assignments. (HTH)

Notes that writing across the curriculum programs have caused increasing discomfort about the role that English teachers can and should play in cross-curricular writing programs. Suggests an approach to freshman writing that can provide an effective model for a program that appropriately includes among its participants teachers of English. (HTH)