This research embedded in the National Study of Writing Instruction examines higher- and lower-achieving adolescents' stances toward content-area writing through a qualitative discourse analysis of interviews with 40 students in California, Kentucky, New York, and Texas secondary schools. The study asked: (1) How do students' stances toward…

This yearlong ethnographic case study investigated higher and lower track adolescents' experiences with core content-area (social studies, science, and math) writing in one urban working-class district. Teacher, student, and administrator interviews; field notes; and students' written work comprised the data set. The findings from this…

This study investigates how university instructors from various disciplines at a large, comprehensive university in the United States evaluate different varieties of English from countries considered "outer circle" (OC) countries, formerly colonized countries where English has been transplanted and is now used unofficially and officially…

Adolescent writers in second language settings often spend the majority of their school days in content area courses, such as math, science, and social studies, where they must negotiate challenging literacy tasks in their second languages with little explicit writing instruction. While genre scholars have built an extensive body of knowledge…

Over the years, educators have noted how writing can support mathematical learning; however, little research has been done examining how mathematics teachers respond to writing. In this study, I followed the experiences of six teachers as they took a graduate class which required that they explore mathematical concepts with technology and post…

A pilot program in a public high school positions experienced student writing center tutors to become WAC liaisons who foster writing across the curriculum by raising questions, identifying needs, and providing support to their teachers with the goal of strengthening writing instruction school-wide. This article discusses the background and…

This essay presents results from a comprehensive study of writing in the undergraduate curriculum at the University of Pittsburgh. It is in two sections. The first section reports on interviews with faculty from across the disciplines in the School of Arts and Sciences; the second reports finding from student focus groups and from an extensive…

The article explores three WAC/WID programs that were presented in 1990 in "Programs That Work: Models and Methods for Writing Across the Curriculum" by Toby Fulwiler and Art Young. The author interviewed current directors of the University of Michigan program, the University of Chicago Little Red Schoolhouse, and the George Mason…

To help writing faculty learn the language of discourse communities across campus, we conducted faculty interviews as a first attempt to describe knowledge about disciplinary cultures, specifically with regard to writing. Based on the data received from the interviews about disciplinary definitions and characteristics of good writing and how…