Writing-enriched curricula : models of faculty-driven and departmental transformation / edited by Chris M. Anson and Pamela Flash.

PART ONE THE WEC APPROACH

Chapter 1. Writing-Enriched Curriculum: A Model for Making and Sustaining Change -- Chapter 2. The New Grass Roots: Faculty Responses to the Writing-Enriched Curriculum -- Chapter 3. Follow the Sources: Notes toward WED's Contribution to Disciplinary Writing -- Chapter 4. Beyond Conventions: Liminality as a Feature of the WEC --

PART TWO. ACCOUNTS OF DEPARTMENTALLY FOCUSED IMPLEMENTATION

Chapter 5. Forty Years of Writing Embedded in Forestry at North Carolina State University -- Chapter 6. Beyond "I Know it When I See it": WED and the Process of Unearthing Faculty Expertise -- Chapter 7. Piloting WED as a Context-Responsive Writing Research Initiative -- Chapter 8. Theorizing the WEC Model with the Whole Systems Approach to WAC Program Sustainability --

PART THREE. EXTENSIONS AND CONTEXTUAL VARIATIONS

Chapter 9. Going WILD: Adding Information Literacy to WEC -- Chapter 10. Sustaining WEC through Peer Tutors -- Chapter 11. Finding Writing Where It Lives: Departmental Relationships and Relationship with Departments.

"This collection introduces, theorizes, and illustrates the Writing-Enriched Curriculum (WEC), an approach to integrating relevant writing and communication instruction into diverse departmental curricula. The book organizes into three sections: "The WEC Approach," which tracks WEC's genesis, theorizes its approach, and explicates the model's component moves; "Accounts of Departmentally-Focused Implementation," which provides examples of the model's adaptive implementation in a range of institutional settings (including large research universities and small liberal arts colleges) and departmental contexts (including those in STEM fields, humanities, social sciences, and arts); and "Extensions and Contextual Variation," which evidences ways in which WEC extends pre-existing writing initiatives and forges constructive partnerships between idiosyncratic academic departments and programs. Themes taken up in this collection include the transformative potential of engaging academic departments in collectively examining their own tacit and explicit writing values, and ways in which the WEC model's decentralized and iterative processes circumvent factors that have long threatened the sustainability of writing across the curriculum and writing in the disciplines programming"

COPYRIGHT NOT covered - Click this link to request copyright permission:

https://lib.ciu.edu/copyright-request-form