Chapter 19. The Teaching of Writing Skills in French Universities: The Case of the Universit� Stendhal, Grenoble III

Abstract

To introduce Writing Programs Worldwide, this essay describes and analyzes major reasons for this project to be undertaken and its primary goals. It also presents findings and analysis of the ongoing (since 2006) International WAC/WID Mapping Project, specifically of its "international survey" of writing programs and initiatives, which has received responses from more than 330 institutions on six continents. The essay describes how the survey results led to the choice of the universities invited to contribute profile chapters to this collection, as well as to the topics and emphases in the profiles themselves. The essay suggests reasons why teachers, program developers, administrators, and scholars might benefit from exploring the "many places" described and reflected on in the array of contributions to this ongoing project.We intend this book, in its print and online versions, to inform decisionmaking by teachers, program managers, and college/university administrators in regard to how writing is conceived of, managed, funded, and taught in higher education. We intend it, also, to contribute to the growing research literature in the shaping of writing programs.In our title, "Writing Programs Worldwide," and in our subtitle, "Profiles of Academic Writing in Many Places," we have tried to join three aims of scholarship. The first of these, embodied in the term "worldwide," is to further the effort to build a transnational community of writing scholars, teachers, and program administrators who can share for their mutual benefit the discoveries of individuals and small teams. This aim has been exemplified by the growth Carlino, P. (2005). Escribir, leer y aprender en la universidad. Una introducción a la afabetización académica. Buenos Aires: FCE. Carlino, P. (Ed.). ( 2006). Procesos y prácticas de escritura en la educación superior.

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

“…Writing Across the Curriculum (WAC) initiatives have been prevalent for decades at institutions throughout the United States and the United Kingdom (Jones & Comprone, 1993;McConlogue et al, 2012;Wingate, 2016;Zawacki & Rogers, 2012), where the majority of students use English as a first language (L1), and in Europe (Boch & Frier, 2012;Dalton-Puffer, 2007;Zuckermann et al, 2012), where English is generally a second language (L2). In recent years, WAC has also gained popularity in Asia (Wu, 2013), notably in Hong Kong, where English L2 students commonly face English as the medium of instruction (Braine & McNaught, 2007;Lughmani et al, 2016).…”