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Demythologizing Language Difference in the Academy - Establishing Discipline-Based Writing Programs (Hardcover, New)
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Demythologizing Language Difference in the Academy - Establishing Discipline-Based Writing Programs (Hardcover, New)
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In this volume, Mark Waldo argues that writing across the
curriculum (WAC) programs should be housed in writing centers and
explains an innovative approach to enhancing their effectiveness:
focus WAC on the writing agendas of the disciplines. He asserts
that WAC operation should reflect an academy characterized by
multiple language communities--each with contextualized values,
purposes, and forms for writing, and no single community's values
superior to another's. Starting off with an examination of the core
issue, that WAC should be promoting learning to write in the
disciplines instead of writing to learn, Waldo proposes: *housing
WAC in comprehensive writing centers independent of any other
department; *using dialogue and inquiry rather than prescriptive
techniques in the WAC program's interaction with faculty in other
disciplines; and *phasing out writing assessment that depends on
one test measuring the writing abilities of students from all
disciplines. In the process of making his case, Waldo discusses
tutor training, faculty consultancy, and multilayered assessment
programs. In addition to presenting the theoretical and practical
advantages of discipline-based WAC programs, he also offers clear
and compelling evidence from his own institution that supports the
success of this approach to writing instruction. Demythologizing
Language Difference in the Academy: Establishing Discipline-Based
Writing Programs will be of interest to writing program and WAC
administrators; writing center administrators; graduate students
studying composition; and educators and graduate students involved
in WAC initiatives, research, and study.
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