Writing against the Curriculum responds to the growing popularity
of Writing Across the Curriculum (WAC) and Writing in the
Disciplines (WID) programs in universities and colleges across the
United States. Many of these schools employ both an "Introduction
to Writing" course and a subsequent selection of writing-intensive
courses housed within academic departments, thus simultaneously
offering opportunities to subvert disciplinary knowledge production
in the earlier course, even as they reaffirm those divisions in
their later requirements. Written by administrators, faculty, and
librarians at public and private institutions, who teach
traditional and online introductory and advanced writing classes,
the essays in Writing against the Curriculum argue that these
introductory composition classrooms make excellent spaces to
question disciplinarity through the study of rhetoric, with an
emphasis on critical thinking and curricular flexibility, before
students experience disciplinary enforcement most intensely in the
advanced courses. Thus, this collection intervenes in current
discourses of theory and practice in the related fields of
composition and cultural studies because simultaneous attention to
both fields enables both the activist enactment of cultural
studies' theoretical ambitions and the interrogation of the
theoretical and political implications of composition practices.
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