This book dialogically links scholarship in rhetoric, composition,
and English Studies to the perspectives of faculty outside of
English, and by so doing manages to both challenge and expand
current thinking about writing pedagogy. The authors' recognition
of the centrality of writing in undergraduate education leads them
into extensive conversations with faculty from other disciplines
about writing's role in their own degree programs, scholarly
disciplines, and professional practices. The goal is to lead to
writing instruction that is truly integral to every program of
study.
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