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…

Writing studies has considered college students' literacy development as a chronological progression and as influenced by their off-campus connections to various cultural and professional communities. This project considers students' literacy development across disciplines and university activity systems in which they're simultaneously involved to…

This program profile describes the efforts needed to develop a new writing program at a small college. The author explores how she cultivated relations with disciplinary faculty to collaboratively redefine a "problem" into an opportunity by adopting Krista Ratcliffe's technique of rhetorical listening. She then outlines the…

This article offers a critical examination of one regional institution's endeavor to imagine, develop, and implement a sustainable campus-wide writing-intensive program. Grounded in local and institutional contexts, our narrative elucidates how WPAs at rural and regional institutions can reconcile the processes of negotiation and concession to…

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…

The University of California has struggled for many years to build fair and workable policies and programs to develop the English literacy of its highly diverse student population. Considering past, present, and future, this essay describes how the UC's largest campus, UC Davis, with 50% of its 33,000 students L2 writers, has built a network of…

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 be effective sites for enacting WAC change, writing fellows programs, like WAC itself, must be attuned to institutional realities, adapting goals and practices accordingly. To illustrate what being "attuned" has meant to the program she directs, the author describes five writing fellow placements, each motivated by the sometimes…

A heuristic procedure likened to strategic planning for building college-wide writing programs is described. The management and political issues that arise in building a program are discussed. (Author/MLW)

Some funding is necessary to run a writing-across-the-curriculum program, but it is possible to redesign a program and keep it running when outside funding ends. (MSE)

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…

Writing across the curriculum (WAC) programs had their genesis in grass-roots efforts to promote attention to writing in all disciplinary areas. At first based on generic faculty-development activities with little regard to systemic and institutional concerns, WAC programs are now more often engaged in assessment and research of writing,…

The Writing Across the Business Disciplines Project at Robert Morris College has had a profound effect on faculty from various disciplines who have taken part in the program since its inception in 1985. Each participant targets a specific course in his or her own field for intensive scrutiny and eventual re-design. During this process, faculty…

Research-based recommendations for an effective writing instruction program for exceptional students include, among others, allocate a sufficient amount of instruction time; expose students to a broad range of writing tasks; integrate writing with other academic subjects; develop the processes of planning, sentence generation, and revising; and…

Continuing problems, troubling trends, and many opportunities face writing-across-the-curriculum planners in the future. Proponents must continue to believe in the benefits of writing-across-the-curriculum programs and widen and intensify networks of support. (MSE)