The WAC Journal最新文献

Review 审查

The WAC Journal Pub Date : 2001-10-01 DOI: 10.5194/acp-2019-1152-rc2

J. Nicholes

引用次数: 0

Something Larger Than Imagined: Developing a Theory, Building an Organization, Sustaining a Movement 比想象更大的东西:发展一种理论，建立一个组织，维持一个运动

The WAC Journal Pub Date : 1900-01-01 DOI: 10.37514/WAC-J.2020.31.1.04

Thomas Polk

引用次数: 0

Designing for �More�: Writing�s Knowledge and Epistemologically Inclusive Teaching 为“更多”而设计:写作的知识与认识论包容性教学

The WAC Journal Pub Date : 1900-01-01 DOI: 10.37514/wac-j.2019.30.1.02

Linda Adler-Kassner

{"title":"Designing for �More�: Writing�s Knowledge and Epistemologically Inclusive Teaching","authors":"Linda Adler-Kassner","doi":"10.37514/wac-j.2019.30.1.02","DOIUrl":"https://doi.org/10.37514/wac-j.2019.30.1.02","url":null,"abstract":"Writing professionals understand that the focus of our discipline—working with people to study writing—leads to conversations about teaching that extend well beyond writing per se. That’s because writing is “never just writing” (Adler-Kassner). Instead, it is two things: the representation of knowledge-making in specific contexts, what we might think of as writing as noun, and a process that can be used to explore those contexts and practices, what we might think of as writing as verb. This latter perspective is reflected in Sandra Tarabochia’s assertion that WAC/WID facilitators can and should act as “designers” with faculty colleagues outside of our discipline, understanding that we can facilitate “investigation[s] of the process of change as an experience of learning” (72). This investigation, Tarabochia asserts, involves collaborative activity that contributes to faculty members’ understandings of their own and others’ experiences with meaning-making within the specific context of their own disciplines, especially as they occur through writing. (72–73). This article reports on a study of faculty participants in a seminar that is grounded in this notion of writing’s professional knowledge. Labeled neither “WAC” nor “WID,” the seminar is based on the idea that writing is never just writing but is instead a product (writing as noun) and a process (writing as verb) integrally related to epistemologies and identities. These include disciplinary epistemologies and identities in which faculty participate by virtue of their membership in academic disciplines. They also include the epistemologies and identities that students bring to those disciplines, especially introductory courses designed to introduce them to those disciplines. The analysis here comes from research that investigates the question: is the seminar “working”? The term working is shorthand for enactments of writing’s professional knowledge: engaging faculty in the study of knowledge and","PeriodicalId":210468,"journal":{"name":"The WAC Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127939018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Review: Cultivating Critical Language Awareness in the Writing Classroom 回顾:在写作课堂中培养批判性语言意识

The WAC Journal Pub Date : 1900-01-01 DOI: 10.37514/wac-j.2022.33.1.07

Olivia Rowland

引用次数: 0

Threading Competencies in Writing Courses for More Effective Transfer 在写作课程中提高写作能力，促进更有效的转换

The WAC Journal Pub Date : 1900-01-01 DOI: 10.37514/wac-j.2019.30.1.03

Amy D. Williams, Jonathan Balzotti

{"title":"Threading Competencies in Writing Courses for More Effective Transfer","authors":"Amy D. Williams, Jonathan Balzotti","doi":"10.37514/wac-j.2019.30.1.03","DOIUrl":"https://doi.org/10.37514/wac-j.2019.30.1.03","url":null,"abstract":"This article contributes to current conversations about transfer, specifically how WAC courses can encourage vertical transfer (Melzer). The authors draw on research in learner development that demonstrates how a threaded curriculum approach helps students learn concepts and skills and apply that knowledge in multiple contexts. Additionally, a threaded curriculum can incorporate pedagogical elements that have been linked to effective transfer, such as abstract conceptualization and metacognition. The authors present an instructional model for sequenced writing courses that leverages this research and moves away from disconnected writing courses. The threaded curriculum explored here promotes vertical transfer between an introductory professional writing course and a professional writing internship course. Both classes explicitly thread common competencies (which the authors define as purposeful combinations of concepts, skills, and learning dispositions) and common pedagogical activities (experiential learning and reflection) throughout the curriculum. Though designed for professional writing courses, this threaded-competencies curriculum offers a pattern that can be adapted for WAC courses in any discipline.","PeriodicalId":210468,"journal":{"name":"The WAC Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131079393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Conversations in Process: Two Dynamic Program Builders Talk about Adapting WAC for Trilingual Hong Kong 对话进行中:两位充满活力的节目制作人谈如何将WAC应用于三语香港

The WAC Journal Pub Date : 1900-01-01 DOI: 10.37514/wac-j.2022.32.1.06

T. Zawacki

引用次数: 0

Lifewide Writing across the Curriculum: Valuing Students� Multiple Writing Lives Beyond the University 贯穿课程的终身写作:重视学生在大学之外的多重写作生活

The WAC Journal Pub Date : 1900-01-01 DOI: 10.37514/wac-j.2022.33.1.02

Ashley. Holmes, K. Yancey, �de O'Sullivan, D. Hart, Y. Sinha

{"title":"Lifewide Writing across the Curriculum: Valuing Students� Multiple Writing Lives Beyond the University","authors":"Ashley. Holmes, K. Yancey, �de O'Sullivan, D. Hart, Y. Sinha","doi":"10.37514/wac-j.2022.33.1.02","DOIUrl":"https://doi.org/10.37514/wac-j.2022.33.1.02","url":null,"abstract":"A lifewide approach to writing and writing across the curriculum (WAC) recognizes education as a holistic endeavor that values the range of environments in which learning occurs (Commission of the European Communities, 2000; Skolverket, 2000). Drawing on student data (surveys, interviews, and maps) collected from students at six institutions across three continents, we document and describe the rich writing lives students experience within their course-based, self-motivated, civic, internship, co-curricu-lar, work-based, and other “spheres” of writing (see O’Sullivan et al., 2022; Yancey et al., 2022). Students’ writing lives are located across a diverse set of spheres, often providing for authentic writerly roles, and are characterized by six features: (1) writing regularly/sustained engagement; (2) valuing writing; (3) engaging in personal expression and having an opportunity to be heard; (4) using writing for entry into and continuation of community membership; (5) perceiving writing as providing rich connections; and (6) being aware of and accepting challenges inherent to writing. WAC programs, we believe, would benefit from re-envisioning WAC through a lifewide lens and working to better understand students’ lifewide writing lives. Lifewide WAC practices draw from and support student writers in lifewide learning by eliciting students’ prior writing experiences, using lifewide writing as a bridge for entry into disciplinary communities, assigning meaningful and diverse genres of writing, and being transparent about the complexities inherent in classroom-based writing and in writing spheres beyond the university. More than inviting students as stakeholders in program design or partnering with various programs on campus, Lifewide WAC provides an opportunity to increase students’ agency as they continue to develop life-wide writerly identities.","PeriodicalId":210468,"journal":{"name":"The WAC Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130452146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Middle Way for WAC: Writing to Engage WAC的中间道路:写作参与

The WAC Journal Pub Date : 1900-01-01 DOI: 10.37514/WAC-J.2020.31.1.01

M. Palmquist

引用次数: 1

WAC Fearlessness, Sustainability, and Adaptability: Part One WAC无畏性、可持续性和适应性:第一部分

The WAC Journal Pub Date : 1900-01-01 DOI: 10.37514/wac-j.2022.32.1.02

C. Thaiss

引用次数: 0

The Swamp and the Scaffold: Ethics and Professional Practice in the Writing Classroom 沼泽与刑台:写作课堂的伦理与专业实践

The WAC Journal Pub Date : 1900-01-01 DOI: 10.37514/wac-j.2022.33.1.03

Dori Coblentz, Jonathan Shelley

引用次数: 0