Chapter 10: What We Have Learned about WAC Partnerships and Their Futures

Chapter 6. What If It�s All Common Knowledge? Teaching Attribution Practices in an Undergraduate Mathematics Classroom

“…In short, this push toward a quantifiable increase in students' writing skill leads to an increase in practical strategies disconnected from the theoretical support necessary for a sustained improvement in writing pedagogy. Confirming these challenges for secondary WAC, Jacob Blumner and Pamela Childers (2015) cited the CCSS and the popularity of STEM education as catalysts for the rise in successful secondary/postsecondary WAC partnerships. And yet, beyond the stellar examples they cite in the volume, secondary WAC programming continues to be a challenge.…”

Chapter 18. Meaningful Writing and Personal Connection: Exploring Student and Faculty Perspectives

“…In short, this push toward a quantifiable increase in students' writing skill leads to an increase in practical strategies disconnected from the theoretical support necessary for a sustained improvement in writing pedagogy. Confirming these challenges for secondary WAC, Jacob Blumner and Pamela Childers (2015) cited the CCSS and the popularity of STEM education as catalysts for the rise in successful secondary/postsecondary WAC partnerships. And yet, beyond the stellar examples they cite in the volume, secondary WAC programming continues to be a challenge.…”

Chapter 5. Making Connections Between Theory and Practice: Pre-Service Educator Disciplinary Literacy Courses as Secondary WAC Initiation

“…This crisis soon swept the public sphere when, in the now infamous 1975 Newsweek article "Why Johnny Can't Write," Merrill Sheils exclaimed, "Willy-nilly, the U.S. educational system is spawning a generation of semi-literates" (p. 58). Around this same time, Britton et al (1975) noted how the burgeoning information age affected sentiments towards writing: "It is often enough claimed that in this telecommunication age the importance of writing is declining rapidly" (p. 201). Britton et al's study of "language across the curriculum" in British secondary schools paired with the process writing movement in America (Atwell, 1987;Calkins, 1983;Elbow, 1973;Emig, 1971Emig, , 1977Graves, 1983;Murray, 1980Murray, , 1982Murray, , 1985 and the advent of the National Writing Project in 1973 (Gray, 2000) led to a renewed focus on the process and manner of writing instruction in all content areas at the secondary level.…”