Reference Guide to Writing Across the Curriculum (Reference Guides to Rhetoric and Composition)

186 Pages·2005·1.67 MB·English

by  Charles Bazerman

Rhetoric and Composition
REFERENCE GUIDE TO WRITING ACROSS THE CURRICULUM traces
the Writing Across the Curriculum movement from its origins in British second-
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ary education through its flourishing in American higher education and extension EFERENCE UIDE TO
to American primary and secondary education. The authors follow their histori-
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cal review of the literature by a review of research into primary, secondary, and
RITING CROSS
higher education WAC teaching and learning. Subsequent chapters examine the
relations of WAC to Writing to Learn theory, research, and pedagogy, as well as
its interactions with the Rhetoric of Science and Writing in the Disciplines move-
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ments. Current issues of theory and practice are followed by a presentation of best THE URRICULUM
practices in program design, assessment, and classroom practices. An extensive
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bibliography and suggestions for further reading round out this comprehensive
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guide to Writing Across the Curriculum.
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CHARLES BAZERMAN is Professor and Chair of the Department of Education at N
the University of California, Santa Barbara, His most recent books are Writing
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Selves and Societies ( co-edited with David Russell; http://wac.colostate.edu/books/

selves_societies/ ) and What Writing Does and How It Does It ( co-edited with Paul A
Prior ). His The Languages of Edison’s Light, won the Association of American Pub-
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lisher’s award for the best scholarly book of 1999 in the History of Science and
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Technology. JOSEPH LITTLE is a writer and teacher of writing who lives and works
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in Toronto, having earned his PhD at UCSB in Language, Literacy, and Compo-
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sition Studies. His work has been published in Written Communication, Rhetoric
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Society Quarterly, and the Journal of Technical Writing and Communication. LISA
BETHEL teaches writing in the Los Angeles area. TERI CHAVKIN is a doctoral T
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student in the Gevirtz Graduate School of Education at UCSB, specializing in the
teaching of writing and researching the writing processes of students with high E
functioning autism. DANIELLE FOUQUETTE is Instructor of English at Fullerton
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College, where she teaches writing and researches the assumptions and perspec-
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tives of teacher commentary on student writing. JANET GARUFIS is adding gradu- U HARLES AZERMAN
ate studies in writing to a successful career in the banking industry. Her interests R
include business writing, writing and identity, and social justice. R J L
OSEPH ITTLE
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REFERENCE GUIDES TO RHETORIC AND COMPOSITION C
Series Editor, Charles Bazerman U L B
ISA ETHEL
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Parlor Press
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816 Robinson Street
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M
West Lafayette, IN 47906 ERI HAVKIN
www.parlorpress.com
S A N: 2 5 4 - 8 8 7 9 D F
ANIELLE OUQUETTE
ISBN 1-932559-44-2
PARLOR
The WAC Clearinghouse
PRESS J G
http://wac.colostate.edu/ ANET ARUFIS
WACC
REFERENCE GUIDES TO RHETORIC AND COMPOSITION
Series Editor, Charles Bazerman
REFERENCE GUIDES TO RHETORIC AND COMPOSITION
Series Editor, Charles Bazerman
The Series provides compact, comprehensive and convenient
surveys of what has been learned through research and practice
as composition has emerged as an academic discipline over the
last half century. Each volume is devoted to a single topic that
has been of interest in rhetoric and composition in recent years,
to synthesize and make available the sum and parts of what has
been learned on that topic. These reference guides are designed
to help deepen classroom practice by making available the col-
lective wisdom of the field and will provide the basis for new
research. The Series is intended to be of use to teachers at all
levels of education, researchers and scholars of writing, graduate
students learning about the field, and all who have interest in or
responsibility for writing programs and the teaching of writing.
Parlor Press and The WAC Clearinghouse are collaborating
so that these books will be widely available through low-cost
print editions and free digital distribution. The publishers and
the Series editor are teachers and researchers of writing, com-
mitted to the principle that knowledge should freely circulate.
We see the opportunities that new technologies have for further
democratizing knowledge. And we see that to share the power
of writing is to share the means for all to articulate their needs,
interest, and learning into the great experiment of literacy.
Reference Guide to
Writing Across the Curriculum
Reference Guide to
Writing Across the Curriculum
Charles Bazerman, Joseph Little, Lisa
Bethel, Teri Chavkin, Danielle Fouquette,
and Janet Garufis
Parlor Press
West Lafayette, Indiana
www.parlorpress.com
The WAC Clearinghouse
http://wac.colostate.edu/
Parlor Press LLC, West Lafayette, Indiana 47906
© 2005 by Parlor Press and The WAC Clearinghouse
All rights reserved.
Printed in the United States of America
S A N: 2 5 4 - 8 8 7 9
Library of Congress Cataloging-in-Publication Data
Reference guide to writing across the curriculum / Charles Bazerman
... [et al.].
p. cm. -- (Reference guides to rhetoric and composition)
Includes bibliographical references and index.
ISBN 1-932559-42-6 (pbk. : alk. paper) -- ISBN 1-932559-43-4 (hard-
cover : alk. paper) -- ISBN 1-932559-44-2 (Adobe ebook) 1. Language
arts--Correlation with content subjects. 2. Interdisciplinary approach in
education--History. I. Bazerman, Charles. II. Series.
LB1576.R435 2005
808’.042’071--dc22
2005009596
Series logo designed by Karl Stolley.
This book is printed on acid-free paper.
Parlor Press, LLC is an independent publisher of scholarly and trade titles
in print and multimedia formats. This book is available in cloth, paperback,
and Adobe eBook formats from Parlor Press on the World Wide Web at
http://www.parlorpress.com. For submission information or to find out about
Parlor Press publications, write to Parlor Press, 816 Robinson St., West Lafay-
ette, Indiana, 47906, or e-mail [email protected].
The WAC Clearinghouse supports teachers of writing across the disciplines.
Hosted by Colorado State University’s Composition Program, it brings to-
gether four journals, three book series, and resources for teachers who use
writing in their courses. This book will also be available free on the Internet at
The WAC Clearinghouse (http://wac.colostate.edu/).
Contents
PREFACE xi
PART I. THE WAC MOVEMENT 3
1
INTRODUCTION TO KEY CONCEPTS 5
Literacy and Schooling 5
Reading and Writing Activities in Schooling 6
Literacy in the Rhetorical University 6
Literacy in the Research University 6
Literacy in High Schools 7
Academic Literacy 7
Academic Language Socialization 8
Literacy and Curriculum 8
First-Year Writing (or Composition 9
Writing Across the Curriculum 9
Writing in the Disciplines 9
Writing-Intensive or Writing-Emphasis Courses 10
Writing in the Professions 10
Reading in Content Areas 12
Writing using Reading 12
Intertextuality 12
Plagiarism 12
2
HISTORY OF THE WAC MOVEMENT 14
American Roots of Writing Across
the Curriculum to 1970 14
The Influence of British Reforms
in the 1960s & 1970s 20
vii
viii Contents
Workshops, National Organizations
and Dissemination 22
3
PROGRAMS IN WRITING ACROSS THE CURRICULUM 26
Earliest Programs 26
Administrative & Institutional Support
and Interest (1970–1985) 30
Writing Across the Curriculum
in K-12 Education 32
PART II. APPROACHES TO THEORY AND RESEARCH 35
4
RESEARCH ON WAC TEACHING AND LEARNING 37
Writing Across the Curriculum
in K-12 Schooling 38
Primary School 38
High School 39
Talk and Writing in Secondary Science 41
Subject Organization of Secondary Schools
as an Obstacle to WAC 43
Writing Across the Curriculum in
Higher Education 43
Student Goals and Course Goals 45
Studies of WAC Instructors and Instruction 50
Studies of Graduate Students 53
Reading/Writing Connection: Specialized
Forms of Reading 54
5
WRITING TO LEARN 57
Origins of the Writing to Learn Approach 57
More Recent Developments 59
Discipline Specific Approaches 62
6
RHETORIC OF SCIENCE, RHETORIC OF INQUIRY, AND
WRITING IN THE DISCIPLINES 66
The Politics of Academic Knowledge—
Anthropology’s Self Examination 67
The Social Location and Purposes of Academic
Contents ix
Writing—Sociology’s Rhetoric 68
The Rhetoric of Economics and the
Rhetoric of Inquiry 70
Scientific Knowledge as Humanly
Written—Science Studies 75
Rhetoric of Science 77
Writing and Language Focused Approaches
to Writing in the Disciplines 80
7
ON-GOING CONCERNS: THE PARTICULARITY OF
DISCIPLINARY DISCOURSES 85
Unity vs Particularity 85
Genre and Activity Theories 90
Intertextuality 96
8
ON-GOING CONCERNS: THE PLACE OF STUDENTS IN
DISCIPLINARY DISCOURSES 98
Student Orientation Towards
Disciplinary Assignments 98
Domination, Participation, and Agency 100
PART III. PRACTICAL GUIDELINES 105
9
NEW PROGRAMMATIC DIRECTIONS 107
Coordinating with Other Campus Resources 107
Writing Intensive Courses 107
Writing Centers 109
Peer Tutors and Writing Fellows 110
English as a Second Language in
a WAC Context 111
Enriching Student Experiences 113
Interdisciplinary Learning Communities 113
Service Learning 114
Electronic Communication Across
the Curriculum 115
x Contents
10
ASSESSMENT IN WRITING ACROSS THE
CURRICULUM 120
Assessment of Student Writing 120
WAC Program Assessment and Evaluation 123
11
WAC CLASSROOM PRACTICES–FOR
FURTHER READING 129
Mathematics 131
English, Literature and Language Arts 134
Psychology 136
Economics 137
History 138
BIBLIOGRAPHY 139
ABOUT THE AUTHORS 169
INDEX 171