WAC Journal 29 (Fall 2018)
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THE WAC JOURNAL is a national peer-reviewed journal on writing across the curriculum. Published by Clemson University, Parlor Press, and the WAC Clearinghouse, THE WAC JOURNAL is an annual collection of articles by educators about their WAC ideas and WAC experiences. It is a journal of practical ideas and pertinent theory. CONTENTS of VOLUME 29 (2018): ARTICLES: WAC Seminar Participants as Surrogate WAC Consultants: Disciplinary Faculty Developing and Deploying WAC Expertise by Bradley Hughes and Elisabeth L. Miller Writing across College: Key Terms and Multiple Contexts as Factors Promoti...
THE WAC JOURNAL is a national peer-reviewed journal on writing across the curriculum. Published by Clemson University, Parlor Press, and the WAC Clearinghouse, THE WAC JOURNAL is an annual collection of articles by educators about their WAC ideas and WAC experiences. It is a journal of practical ideas and pertinent theory. CONTENTS of VOLUME 29 (2018): ARTICLES: WAC Seminar Participants as Surrogate WAC Consultants: Disciplinary Faculty Developing and Deploying WAC Expertise by Bradley Hughes and Elisabeth L. Miller Writing across College: Key Terms and Multiple Contexts as Factors Promoting Students' Transfer of Writing Knowledge and Practice by Kathleen Blake Yancey, Matthew Davis, Liane Robertson, Kara Taczak, and Erin Workman Building Sustainable WAC Programs: A Whole Systems Approach by Michelle Cox, Jeffrey Galin, and Dan Melzer Inclusion Takes Effort: What Writing Center Pedagogy Can Bring to Writing in the Disciplines by Sarah Peterson Pittock WAC Journal Interview of Asao B. Inoue by Neal Lerner Getting Specific about Critical Thinking: Implications for Writing Across the Curriculum by Justin K. Rademaekers A Tale of Two Prompts: New Perspectives on Writing-to-Learn Assignments by Anne Ruggles Gere, Anna V. Knutson, Naitnaphit Limlamai, Ryan McCarty, and Emily Wilson More Than a Useful Myth: A Case Study of Design Thinking for Writing Across the Curriculum Program Innovation by Jenna Pack Sheffield How Exposure to and Evaluation of Writing-to-Learn Activities Impact STEM Students' Use of Those Activities by Justin Nicholes Preparing Writing Studies Graduate Students within Authentic WAC-Contexts: A Research Methods Course and WAC Program Review Crossover Project as a Critical Site of Situated Learning by Michelle LaFrance and Alisa Russell "Stealth WAC": The Graduate Writing TA Program by Cameron Bushnell and Austin Gorman REVIEWS: Reframing the Relational: A Pedagogical Ethic for Cross-Curricular Literacy Work by Sandra L. Tarabochia, Reviewed by C.C. Hendricks What We Mean When We Say "Meaningful" Writing: A Review of The Meaningful Writing Project, Reviewed by Mary Hedengren CONTRIBUTORS
