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…

Focuses on two programs that anticipated current writing across the curriculum programs: the Functional Writing Program at Colgate (1949-1961) and the Prose Improvement Committee at the University of California at Berkeley (1950-1965). Discusses how both programs viewed writing as an activity to unify the intellectual community and link…

Identifies four areas concerning writing across the curriculum programs in which consensus across the campus should be sought: dealing with errors, common terminology, a process or routine for response, and enthusiasm for the effort. Includes response checklists. (HTH)

Describes the college's approach to the requirement for writing courses beyond freshman composition. The main avenues to enhancing writing across the curriculum are (1) guidelines for advanced writing courses, (2) tutoring, (3) workshops and inservice activities, and (4) liaisons among writing faculty and the program's coordinator. (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)