Talk:Writing across the curriculum

Wiki Education Foundation-supported course assignment

This article is or was the subject of a Wiki Education Foundation-supported course assignment. Further details are available on the course page. Student editor(s): Ashleymarie073.

Above undated message substituted from Template:Dashboard.wikiedu.org assignment by PrimeBOT (talk) 05:09, 18 January 2022 (UTC)

Adding a Section on "Writing-Enriched Curriculum (WEC)"

Hey, I'm in the process of devising a new section for WAC on an emerging curriculum model in contemporary composition studies. It is known as a Writing-Enriched Curriculum or WEC. Its premise is similar to and inspired by WAC and think is important to add since a handful of schools are beginning to implement them, such as the University of Minnesota: https://wec.umn.edu/wec-model Ashleymarie073 (talk) 15:50, 9 April 2018 (UTC)

I think that's a good idea. I'll also like to make an entrance under WEC. Araji98 (talk) 16:50, 20 April 2018 (UTC)

WEC or Writing Enhanced Curriculum/Writing Enriched Curriculum is a developing concept and model relating to Writing Across the Curriculum (WAC). Drawing inspiration from early assessment-oriented processes implemented at North Carolina State University under the direction of its Campus Writing and Speaking Program, Pamela Flash and her colleagues at The University of Minnesota named the approach the Writing-Enriched Curriculum (WEC), and developed its flexible, portable structure <ref: Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation, 2021>). Flash is the university's director of Writing Across the Curriculum, founding director of Minnesota's Writing-Enriched Curriculum and co-director of the writing center.

Replace "was created by" with "popularized by" Cathygaborusf (talk) 22:02, 22 April 2018 (UTC)

The University of Minnesota's WEC program was inspired by writing outcomes identification discussions at North Carolina State University. Minnesota has had its faculty enroll up to 5 units of WEC plans per year into the undergraduate curriculum for up to 10 years.

Say "a"pioneer not "the" pioneer Cathygaborusf (talk) 22:04, 22 April 2018 (UTC)

According to the University of Minnesota, WEC is an instructor motivated method to ensuring effective writing across the curriculum. The WEC model created and implemented by The University of Minnesota and inspired by outcomes-identification activity at North Carolina State University involves a three-step plan to maximize the rate and accuracy of writing across the curriculum. The first is forming an effective plan. The outlining of plans is attempted through collaborative discussions between numerous departmental faculty and specialists in both writing and assessment and the consideration of previous attempts at effective writing instruction. Some of the content under consideration include writing assessments, locally collected data, stakeholder surveys and writing expectations from instructors. The outcome of this meetings is pronounced expectations and plans for relevant instructions to be implemented in the curricula. The next step is the application of the plan into the undergraduate curriculum and assessing Undergraduate Writing Plans (Molly B). Integrating the WEC model is anticipated to show improvements in writing instruction at a rate that would meet faculty expectations. The permitted writing plans are tested for 1-3 academic years through multiple outlets; writing workshops, seminars, additional research. The effectiveness of the writing plans on student writing is then finally assessed by a subcommittee of the Faculty Senate; the Campus Writing Board. The writing plan assessment is done through results from student writing assessments, panel ratings of students writing against faculty expectations and criteria, the results are then used to guide future writing plans.

1)Heidi E. Wagner, A. Peter Hilger & Pamela Flash (2014) Improving Writing Skills of Construction Management Undergraduates: Developing Tools for Empirical Analysis of Writing to Create Writing-Enriched Construction Management Curriculum,International Journal of Construction Education and Research, 10:2, 111-125, DOI: 10.1080/15578771.2013.852146

2)"Search Results", American Library Association, January 18, 2018.↵↵http://www.ala.org/search-results?as_q=%22writing%20enhanced%20curriculum%22 (Accessed April 20, 2018)↵↵Document ID: 019c5924-9dc0-4eaa-929a-9aeff57bd454 3)hinte019 (2016-10-06). "About". WEC. Retrieved 2018-04-20. 4)mollyb (2017-03-27). "WEC Model". WEC. Retrieved 2018-04-20. Araji98 (talk) 16:51, 20 April 2018 (UTC)

Thanks! Here's my part of what I have for WEC:

Writing-Enhanced Curriculum

Writing-Enhanced Curriculum (also known as Writing-Enriched Curriculum or WEC) is a movement that scholars have recently started to implement in composition programs across the U.S. With its basic premise reflecting WAC's integration of writing throughout all student's courses, WEC aims to focus on faculty involvement in devising a writing program that is effective and relevant for students in their various fields.

I think this general definition needs to be expanded. Could anyone work on that?Cathygaborusf (talk) 22:12, 8 April 2019 (UTC)cathygaborusf

I think that I can definitely help improve the definition from my research and annotations. Mikeman23 (talk) 15:46, 10 April 2019 (UTC)

Hi there, I am going to post this clearer and improved definition of WEC and would love some feedback from anyone.Mikeman23 (talk) 17:48, 12 April 2019 (UTC)

Writing-Enriched Curriculum (or WEC) is a movement that scholars have recently started to implement in university programs across the U.S. With its basic premise reflecting WAC's integration of relevant writing throughout all student's courses, WEC aims to focus on faculty involvement and intense reflection upon devising a writing program that is effective and relevant for students in their various fields of study. The aim of WEC is to better prepare students for writing in their career fields after school. With industry feedback WEC program can help make college graduates better professional writers in any field of work.Mikeman23 (talk) 17:48, 12 April 2019 (UTC)

The principles of WAC and the WEC model

Because WEC closely reflects WAC, the principles that Barbara Walvoord gives to devise a WAC program are similar to Pamela Flash's WEC model at the University of Minnesota. James K. Elmborg's work on information literacy and WAC summarizes Walvoord's characteristics of creating a WAC program as:

• Including colleagues from various disciplines, including teaching assistants and students, as they will all be affected by the WAC program the most.
• Discussing what needs and concerns need to be met with a WAC program and who will be willing to dedicate time to implementing the curriculum.
• What changes will be made to address this-- whether it be in school-wide assessments, writing centers or classroom methods
• School administrators will then oversee and facilitate WAC but should not be seen as dictators.

Similarly, the Pamela Flash's model at the University of Minnesota reflects the same idea of coming together with faculty members from various fields throughout the curriculum and implementing these changes cohesively. The main point of difference between WAC and WEC, however, is that WEC requires faculty to maintain ongoing assessment of how the program is affecting their students and to make changes, if necessary. In comparison, WAC does not require routinely assessment as part of its model like WEC.

Ashleymarie073 (talk) 17:03, 20 April 2018 (UTC)

References

Hello all,these are notes and thoughts of what I'm planning to add to the wikipedia article. Feedback is welcome. Nandrews2 (talk) 18:24, 10 April 2019 (UTC) Nandrews2

POSSIBLE ENTRY #1: Pamela Flash, a key figure in developing the WEC program, really challenges faculty into reevaluating their teaching methods to grasp their level of willingness to change. She makes a point to have faculty do some self-reflection and understand that undergraduate students and graduate students are not trained in the same writing strategies. Hence the construction of undergraduate writing plans.

POSSIBLE ENTRY #2: The process in the development of WEC provides a space for equal dialogue between all faculty in all disciplines. One article suggests that WEC can also be integrated into the Performing Arts curriculum. Writing in all its forms is an art. It allows for expression, imagination, metacognition, translation through the body and music, the analyzing of works such as poetry and complex plays.

POSSIBLE ENTRY #3: In 2016, Stony Brook University conducted an empirical study on their implementation of WEC, specifically in their Doctor of Nursing Program (DNP). This project, created by faculty for students, emphasized peer-review because it resulted in students gaining better writing skills.

Nandrews2 (talk) 18:24, 10 April 2019 (UTC) Nandrews2

[updating WID]

Published the following which discusses the contraversies surrounding WID and the different teaching models.

Writing in The Discipline courses are commonly referred to as Writing Intensive courses(WI)[2]. Writing Intensive courses were developed for two reasons: 1) Students writing skills would decrease if not consistently reinforced. 2) Students writing improves significantly when they write involving their major[2]. The controversy surrounding WID is who holds responsibility for teaching WID courses. The different models for teaching WID classes are the following: 1) The English department faculty teaches writing courses focused on individual disciplines. 2) English departments and other discipline departments collaborate on instructing writing courses for particular majors[2]. 3) Individual faculty of respective disciplines teach writing for their respective disciplines[1]. Scholars agree that each university decides which model works best for their institution. The University of San Francisco has implemented model one to teach their Writing in Psychology course(RHET 203)[2]. Cornell University has used model two to teach their Technical Writing course(WRIT 7100)[2]. The University of Missouri employs the third model to teach their Process Synthesis and Design course - Writing Intensive(CH_ENG 4980W)[1].

^ Jump up to: a b c Jonathan, Monroe, (2003-10-01). "Writing and the Disciplines". Peer Review. 6 (1). ISSN 1541-1389. ^ Jump up to: a b c d e McLeod, Susan H.; Soven, Margot (2000). "Chapter 6: Writing-Intensive Courses: Tools for Curricular Change". Writing Across the Curriculum: A Guide to Developing Programs. WAC Clearinghouse Landmark Publications in Writing Studies.

Future Ideas:

- Including statistics on how WID courses have helped graduates in their professions would be a good addition. RugvedUSF (talk) 04:27, 23 April 2018 (UTC)

This is what I have for controversies and different models for WID with examples.

Writing in The Discipline courses are commonly referred to as Writing Intensive courses(WI)[2]. Writing Intensive courses were developed for two reasons: 1)Students writing skills would decrease if not consistently reinforced. 2)Students writing improves significantly when they write involving their major[2]. The controversy surrounding WID is who holds responsibility for teaching WID courses. The different models for teaching WID classes are the following: 1) The English department faculty teaches writing courses focused on individual disciplines[2]. 2) English departments and other discipline departments collaborate on instructing writing courses for particular majors[2]. 3) Individual faculty of respective disciplines teach writing for their respective disciplines[1]. The University of San Francisco has implemented model one to teach their Writing in Psychology course(RHET 203)[2]. Cornell University has used model two to teach their Technical Writing course(WRIT 7100)[2]. The University of San Francisco employs the third model to teach their Writing in Sociology course(RHET 297)[1].

^ Jump up to: a b c Jonathan, Monroe, (2003-10-01). "Writing and the Disciplines". Peer Review. 6 (1). ISSN 1541-1389. ^ Jump up to: a b c d e f McLeod, Susan H.; Soven, Margot (2000). "Chapter 6: Writing-Intensive Courses: Tools for Curricular Change". Writing Across the Curriculum: A Guide to Developing Programs. WAC Clearinghouse Landmark Publications in Writing Studies.

RugvedUSF (talk) 19:50, 22 April 2018 (UTC)

Hi, I am currently planning to add the following to WID section:

“Writing across the disciplines”(WID) shows the importance of writing in various fields. WID asserts influence on profession differences, diversity, and heterogeneity. WID implies that faculty of different domains are responsible for writing for their respective fields. WID strategies continue to grow in the United States and Internationally.

I am planning on including the various strategies employed by different universities for teaching WID classes.

RugvedUSF (talk) 15:01, 9 April 2018 (UTC)

Sounds good. I also plan to make an addition regarding discourse communities. They are integral to the WID topic and missing from the WID section. The addition would read along the lines of, "Discourse communities are social groups that communicate, at least in part, via written texts and share common goals, values, and writing standards. These writing standards include but are not limited to specialized vocabularies and particular genres.”" Dannergiven (talk) 15:37, 9 April 2018 (UTC)Dannergiven

Want to update on the only source for WID section. The contents in the WID section don't have a solid relation to the source as the source mainly provides information of statistics and experiment of college students , mainly freshmen, in different fields of education, which each have different behavior towards each of their academic writings. Therefore the contents are not relevant to the actual meaning of WID. A suggestion to remove or reconstruct the whole section is strong recommend, however the "learning to write" part is relevant, but needs more sophisticated definition."" Gustgustboy (talk) 05:33, 11 April 2018 (UTC)

In the future some interesting elements of WID that should be added are: teaching multilingual students WID, the history of WID, and the topic of transfer ability as it pertains to the idea of the teaching and learning of writing and WID occurs across and throughout a student’s entire educational career.. Dannergiven (talk) 04:41, 23 April 2018 (UTC)Dannergiven

References

I propose that the information from the second paragraph be taken and implemented into another paragraph that includes the pros and cons of writing in the discipline. I also propose that the how and why of writing in the discipline gets added in. Sanamrafiq (talk) 18:25, 8 April 2019 (UTC)sanamrafiq

Here is a new section of WID written by me and my group. We have replaced everything that was previously there for this.

Although WID and WAC are correlated, WID emphasizes academic disciplinary orientation. Writing in the Disciplines (WID) teaches students how to write acceptably in their respective disciplines.[6] Writing in the Disciplines classes teach students to learn to write texts that they will apply in their scholarly and professional lives.[7] Writing in the disciplines is also occasionally referred to as the transactional or rhetorical mode of WAC.[5]

The goal of WID is to allow students to demonstrate writing skills within the genres expected in academic and professional discourse communities.[9] The students’ participation in their majors enlists the students in discourse communities, which are social groups that communicate, at least in part, via written texts and share common goals, values, and writing standards. These writing standards include but are not limited to specialized vocabularies and particular genres.[8]

Reflection is considered an essential component of critical learning and problem solving, and as such, is indispensable for Writing in the Disciplines (Wald et al 2012). Reflection tasks stimulate students to look back on completed tasks such as writings done in their respective disciplines with the aim to understand their accomplishments and steer future actions. Students are commonly asked to work out these reflections in a writing task. This due to the fact that the ideas are in their own words. Carter and Wiebe find that the act of writing itself promotes learning in a particular discipline. They also find writing within a discipline leads students to deploy different productive approaches to learning that they might not have otherwise applied.

Many universities who teach WID classes strive to collect information from students via interviews and surveys in relation to what practices are best to advance the writing capabilities of students in their respective disciplines. She believes that students would have a more streamlined mastery of their chosen discipline if offered early exposure to that particular discipline’s writing form. She interviews ten students in total – three psychology major seniors, three computer science major seniors, three psychology major sophomores, and one computer science sophomore. Goldschmidt finds that students achieve a greater understanding of their discourse by engaging in dialogue with an accomplished figure within the discipline and also through meaningful reading in order to emulate proper writing and discourse. In order to maintain the goals of writing in the discipline, professors must be willing to talk to their colleagues in order to ensure that that they have the appropriate curriculum and materials for their respective discipline.

Writing in the discipline courses are commonly referred to as Writing Intensive courses(WI).[10] Writing Intensive courses were developed for two reasons: 1) Students' writing skills would decrease if not consistently reinforced. 2) Students' writing improves significantly when they write involving their major.[10] The controversy surrounding WID is who holds responsibility for teaching WID courses. The different models for teaching WID classes are the following: 1) The English (or Writing) department faculty teaches writing courses focused on individual disciplines. 2) English (or Writing) departments and other discipline departments collaborate on instructing writing courses for particular majors.[10] Peterson talks about how english assignments done in the freshman year will carry on and relate to the writing assignments during the rest of ones college career. What is learned in one course can carry on to other courses. This knowledge can be spread by working with colleagues in the same and other departments on assignments and class discussions. By doing this, departments can learn about the similarities and differences they have between them. 3) Individual faculty of respective disciplines teach writing for their respective disciplines.[11] each university decides which model works best for their institution. For example, University of San Francisco has implemented model one to teach their Writing in Psychology course(RHET 203). Cornell University has used model two to teach their Technical Writing course(WRIT 7100).The University of Missouri employs the third model to teach their Process Synthesis and Design course - Writing Intensive(CH_ENG 4980W).

WID across the Globe The University School of Business Administration (EAN) of Bogotá, Colombia conducted a study where students took courses for writing in the discipline. The study showed that writing in the discipline had positive outcomes on students performance. Students were split into writing courses based on their majors that would ultimately help them with discipline specific writing. Courses offered for writing in the discipline included: Introduction to Administration, Principles and Theories of International Business, Economic Thought, Models of Organizational Communication and Foundation in Engineering. Not every major is the same, and there were some differences, the courses offered individual “work guides” for students so that they could focus more in depth on writing in the discipline. The goal of this study was to help students read and write more critically and analytically. The study proved this.

WID in the US The George Washington University located in Washington D.C. has successfully implemented a WID program in their undergraduate education. During students first year, freshman take First Year Writing which teaches students college level research and writing, rhetoric, and more. As students go on, they take two WID courses in different semesters at their time at the university. These courses show their students how to write in their respective disciplines and how to communicate in those disciplines as well. The WID program at this university is implemented at all departments and schools unlike the WID program at The University School of Business Administration (EAN) of Bogotá, Colombia. The University of George Washington had WID in the Arts and Sciences, International Affairs, Public Health, and Engineering and Business schools. The university also has a writing center to further improve their students writing skills. The George Washington University has been in the US News and World Reports list for the success they have in their writing program.

One of the possible problems of applying a WID curriculum is simply whose department is responsible for teaching it. Scholars agree that the English/writing department should be the ones to implement the new system. However, some english/writing departments are very narrowly focused on only “literary” reading and writing. But some disciplines may need non literary or reading and writing. (for example, organic chemistry disciplines) Another issue that may arise is the lack of an all encompassing education within the english/writing department staff. Most literature professionals specialize only in english or literature, but the writing in the disciplines course demands that the teachers must have a very broad field of experience and choosing said curriculum may prove to be difficult. Lastly, a problem that may affect the students is the case of information overload. Within a very short amount a time, students must learn how to proficiently write for disciplines across the board. Because of the very nature of the class, students may find the subject overbearing and difficult to navigate if not given the proper encouragement and motivation.

Sanamrafiq (talk) 18:00, 15 April 2019 (UTC)sanamrafiq

Writing in the discipline courses are commonly referred to as Writing Intensive courses(WI). Writing Intensive courses were developed for two reasons: 1) Students' writing skills would decrease if not consistently reinforced. 2) Students' writing improves significantly when they write involving their major. The controversy surrounding WID is who holds responsibility for teaching WID courses. The different models for teaching WID classes are the following: 1) The English (or Writing) department faculty teaches writing courses focused on individual disciplines. 2) English (or Writing) departments and other discipline departments collaborate on instructing writing courses for particular majors. Peterson talks about how english assignments done in the freshman year will carry on and relate to the writing assignments during the rest of ones college career. What is learned in one course can carry on to other courses. This knowledge can be spread by working with colleagues in the same and other departments on assignments and class discussions. By doing this, departments can learn about the similarities and differences they have between them. 3) Individual faculty of respective disciplines teach writing for their respective disciplines. each university decides which model works best for their institution. For example, the University of San Francisco has implemented model one to teach their Writing in Psychology course(RHET 203). Cornell University has used model two to teach their Technical Writing course(WRIT 7100).The University of Missouri employs the third model to teach their Process Synthesis and Design course - Writing Intensive(CH_ENG 4980W).

WID across the Globe

The University School of Business Administration (EAN) of Bogotá, Colombia conducted a study where students took courses for writing in the discipline. The study showed that writing in the discipline had positive outcomes on students performance. Students were split into writing courses based on their majors that would ultimately help them with discipline-specific writing. Courses offered for writing in the discipline included: Introduction to Administration, Principles and Theories of International Business, Economic Thought, Models of Organizational Communication and Foundation in Engineering. Not every major is the same, and there were some differences, the courses offered individual “work guides” for students so that they could focus more in-depth on writing in the discipline. The goal of this study was to help students read and write more critically and analytically. The study proved this.

WID in the US

The George Washington University located in Washington D.C. has successfully implemented a WID program in their undergraduate education. During students first year, freshman take First Year Writing which teaches students college level research and writing, rhetoric, and more. As students go on, they take two WID courses in different semesters at their time at the university. These courses show their students how to write in their respective disciplines and how to communicate in those disciplines as well. The WID program at this university is implemented at all departments and schools unlike the WID program at The University School of Business Administration (EAN) of Bogotá, Colombia. The University of George Washington had WID in the Arts and Sciences, International Affairs, Public Health, and Engineering and Business schools. The university also has a writing center to further improve their students writing skills. The George Washington University has been in the US News and World Reports list for the success they have in their writing program. — Preceding unsigned comment added by Sanamrafiq (talk • contribs) 17:53, 17 April 2019 (UTC) Sanamrafiq (talk) 17:59, 17 April 2019 (UTC)sanamrafiq I deleted the citations and I will add them in live Sanamrafiq (talk) 18:03, 17 April 2019 (UTC)minor edit

Scholars have come to an agreement that the act of writing itself promotes learning in the particular discipline.[1] They also find writing within a discipline leads students to deploy different productive approaches to learning that they might not have otherwise applied.[1] In addition, writing in the disciplines can enhance learning in that students were able to refer back to their own previous disciplinary writing work in a way that is agreeable because it is in their own words.[1] Students tend to have a more streamlined mastery of their chosen discipline if offered early exposure to that particular discipline’s writing form.[3] Studies have shown that students achieve a greater understanding of their discourse by engaging in dialogue with an accomplished figure within the discipline, as well as meaningful reading in order to emulate proper writing and discourse.[3]

Universities have begun initiating academic discourse partnerships between WID programs and writing centers with a focus on inclusivity for diverse student bodies.[2] The goal of this inclusive-based approach to a writing center is for the tutor to guide the students to apply the characteristics of their background to learning and contributing to new discourse communities.[2] Moreover, the inclusive tutoring style acts as an outlet for the student to reconsider their struggles as a normal part of the writing process.[2]

Bq.rhet295 (talk) 18:05, 17 April 2019 (UTC)bq.rhet295

Possible Draw Backs of WID

One of the possible problems of applying the curriculum may be how different schools define their English/ writing departments. Departments that narrowly focus on only “literary” reading and writing may have some difficulty adapting to a curriculum that contains nonliterary subjects (such as organic chemistry). [1]The teachers may lack confidence in their ability to teach such subjects, as they were not the focus within their personal educational career.[2]

Another issue that may arise is the lack of an all-encompassing education within the English department staff. Most literature professionals specialize only in English or literature, but the writing in the disciplines course demands that the teachers must have a very broad field of experience and choosing said curriculum might prove to be difficult. What constitutes a good organic chemistry report may be completely opposite of what a well written literary article constitutes and if a professor chooses an source that is not an accurate representation of the subject, then that particular segment of the course will be moot.[2]

A problem that may affect the students is the case of information overload. Heavy information load can confuse the individual, affect his or her ability to set priorities, and make prior information harder to recall.[3] Within a very short amount a time, students are expected to learn how to proficiently write for disciplines all across the board. Because of the very nature of the class, students may find the subject overbearing and difficult to navigate.

A students' writing ability may not actually increase as they progress through upper division writing classes.[4] Instead, they may simply change their writing style to better fit the criteria of the reader/ teacher. Because of this, students can completely miss the point of WID classes and not learn the nuances between each discipline.Ealee5 (talk) 18:01, 17 April 2019 (UTC) Ealee5

Writing in the Disciplines (K-12 Education)

We have found significant information on writing in the discipline in elementary schools. We may not have time implementing this into our updates on WID, if someone else could work on this would be great. ````sanamrafiq — Preceding unsigned comment added by Sanamrafiq (talk • contribs) 17:49, 12 April 2019 (UTC)

[Untitled]

Hi--I've posted some initial thoughts to get this page started. Looking forward to collaboration and discussion. -M

Criticisms

There should be a section for criticisms against this movement, as more research is done. It is pretty biased just to present one side that is pro-WAC. --D-Day (talk) 01:32, 4 August 2009 (UTC)

I think this is a great idea, and I am going to begin researching this with several classmates. 138.202.1.203 (talk) 17:15, 21 March 2018 (UTC)chelseaxkaye

Here are a few statements I propose should be in the criticism section:

"As is with most approaches, there are inherent disadvantages. Some disadvantages related with WAC include: fear that it will take too much time to grade papers and it will interfere with the content area of subject, difficulty in getting teachers to buy in to the approach, cost and effectiveness of training workshop and teacher's beliefs that they do not possess the ability to effectively teach writing."

"Another problem would have been students' inability to compose in their first language since in most instances their language only exists in oral form. This shortcoming is interesting since it is believed to affect students' second language writing ability."

Both of these statements are found in this article: https://www.academia.edu/10816249/A_Critical_Review_of_the_Writing_Model_Writing_Across_the_Curriculum Tvenkateswaran2018 (talk) 15:33, 16 April 2018 (UTC)Tvenkateswaran2018

There should be a section for criticisms, all sides must be shown. --Cameronbassir (talk) 17:15, 16 April 2018 (UTC)Cameronbassir

Here's my attempt to show the different advantages and disadvantages of WAC:

WAC Advantages:

P.A. Ramsay, in his paper, Writing across the curriculum: Integrating discourse communities in the academy, found that students that participate in WAC programs become better communicators in their chosen discipline and demonstrated improved critical/analytical thinking. [2]

Disadvantages of WAC:

Disadvantages of WAC include fears that the teaching style will reduce the available time to teach the content material, difficulties getting teachers "on board" with the style, as well as fears that the teacher is ill-equipped to teach writing.[2]Ramsay also found while working in Jamaica, that students who were unable to compose in their first language (either because of academic deficiencies or because the language did not have a written language) had difficulties composing in their second language using WAC practices.[2] This was a sentiment echoed by Alexander Friedlander, who in his research found that students unable to write in their first language will have great difficulty writing in their second language regardless of whether their instruction has used WAC strategies.[3]

2. Ramsay, P.A. (2008). Writing across the curriculum: Integrating discourse communities in the academy. Kingston, Jamaica: School of Education, University of West Indies.

3. Friedlander, Alexander (1990). Composing in English: Effects of a first language on writing English as a second language. In B. Kroll(Ed.), Second language writing: Research insights for the classroom(pp. 109-125). Cambridge University Press Tvenkateswaran2018 (talk) 16:07, 20 April 2018 (UTC)Tvenkateswaran2018

Copyright problem removed

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Prose

Should the Foundations of WAC/WID section, currently formatted as a list, be redone as prose? RJFJR (talk) 17:03, 22 February 2011 (UTC)

WID/WAC

Are WID/WAC and WAC/WID both current usage in this field, and if so are they used correctly here?Felix Folio Secundus (talk) 04:20, 22 April 2011 (UTC)

I propose cutting out the last sentence of the writing in the discipline section. This sentence is a bit off topic and does not have any context as to how it contributes to the subject. Sanamrafiq (talk) 18:24, 29 March 2019 (UTC)sanamrafiq

I would like to add two studies that display how writing in the disciplines impacted the level of learning and understanding of students as it relates to their disciplines. Bq.rhet295 (talk) 06:08, 10 April 2019 (UTC)bq.rhet295

I would like to add in a section on writing in the discipline around the world. 138.202.129.82 (talk) 19:21, 12 April 2019 (UTC)bq.rhet295

Hey everyone, I am struggling to figure out weather WID's current section paragraph should be broken up with added information into separate subheadings or to just simply build off that main heading without adding any subheadings? Balam13 (talk) 19:32, 12 April 2019 (UTC)Bahlam13

I really like the idea of making subheadings for WID, especially since information on the theory seems to be getting more specific. Ashleymarie073 (talk) 21:50, 12 April 2019 (UTC)

We have decided to do subheadings Sanamrafiq (talk) 17:46, 15 April 2019 (UTC)sanamrafiq

There is a definition in the book titled College Composition and Communication which states "In one conception, disciplines constitute scholarly communities, epistemological and knowledge - making units that "define which problems should be studied, advance certain central concepts and organizing theories, embrace certain methods of investigation, [and] provide forums for sharing research and insights". Under this definition, disciplines function as communities of practice that enable faculty, graduate students, and undergraduate students to explore specialized content by enacting particularized ways if knowing and doing."(244)Balam13 (talk) 18:09, 15 April 2019 (UTC)

Wiki Education assignment: Composition Theory

This article was the subject of a Wiki Education Foundation-supported course assignment, between 21 August 2023 and 7 December 2023. Further details are available on the course page. Student editor(s): DThatcher99 (article contribs). Peer reviewers: Sugaryshae, Gaydoshbrucea1.

— Assignment last updated by Pthomas4 (talk) 22:20, 7 November 2023 (UTC)