Writing Across The Curriculum Research Articles

Effects and Implications of Self-discovery Writing for Creative Activities of College Students: Focusing on Writing Across the Curriculum (WAC) Subjects

The purpose of this study is to investigate the effects of self-discovery writing on broadcasting, video, and media majors through creative activities, and to derive educational implications accordingly. The self-reflection writing presented in the <Visual Storytelling> class went through a total of three stages based on the structural format of the three acts of video studied by Syd Field in the United States. As a result of analyzing the types of the virtual character settings that appeared in the creative output of a total of 34 learners, I was able summarize them into three types: 1) a type that reflects two or more 2) a type that shows human duality 3) a type that projects oneself as another being. As a result, Ifound that self-discovery writing plays a very important role in the development of learners' creativity along with self-reflection. In addition, this study confirmed the idea that a work which begins with ‘I’ is directly connected to rich material and that ‘self-discovery’ is highly likely to expand into voluntary learning through the integrated development of the concepts covered in the class. The educational implications of this include the re-examination of educational content through learner understanding, the development of convergence education in connection with major subjects, and the introduction of writing as a qualitative means for sincere learning. Currently, AI learning-based writing research is being actively conducted, but ‘self’ learning is as of yet an exclusively human domain, and self-discovery learning through self-exploration needs to be used in various subjects.

Tracing Discursive Turbulence as Intra-active Pedagogical Change and Becoming

This article reports on a mentoring case from a transdisciplinary, longitudinal writing-across-the-curriculum (WAC) initiative in which the situated complexities of integrating new writing pedagogies were observed and supported. Considering this case through an agential realist lens, we introduce the concept of “discursive turbulence”: an emergent quality of situated semiotic activity produced from the continual mixing of discourses. Discursive turbulence can emerge in myriad and complex ways, including fits-and-starts of pedagogical development, mismatched discursive alignments, affective signs of struggle and intensity, and nonlinear patterns of change. Through a series of four vignettes, we illustrate discursive turbulence as it emerged while pedagogical changes around writing were being implemented by an environmental sciences professor. We suggest that discursive turbulence is to be expected in heterodisciplinary spaces, and we argue that attention to discursive turbulence will lead to more robust accounts of learning, becoming, and literate activity, as well as new ways of supporting pedagogical becoming.

Transforming writing education: WAC faculty experiences and challenges in Saudi universities

Writing across the curriculum (WAC) has been viewed as a movement that links several academic fields across various academic departments in different institutions. WAC has emerged as a powerful pedagogical tool for improving students’ learning outcomes and critical thinking. While the practice of WAC as an independent learning unit is not formally implemented in all Saudi universities, teaching writing across the disciplines is pervasive. The principal objective of this research project is to inform writing specialists and policymakers in Saudi higher education about the status of WAC on Saudi campuses. Through five faculty narratives and group interviews, this research collects and analyzes faculty experiences, challenges, perceptions, and institutional expectations concerning writing practices across the disciplines at predominantly undergraduate, teaching-oriented Saudi universities. Findings indicate that faculty members utilize WAC to encourage critical thinking and improve students’ overall linguistic competence. While instructors face challenges, participants reported the need to develop a community of practice to enhance WAC culture in Saudi Arabia. The study recommends that educators form cross-institutional teams to collectively design culturally sensitive, locally rooted, and responsive writing practices.

A Longitudinal Assessment of Written Communication among Students at a Private University in Kenya

Regular assessment of program outcome is a fundamental part of efficient curriculum review and improvement. Accrediting commissions expect that by the time of graduation, each student should have achieved the expected program learning outcomes. All accredited programs undergo an assessment process to demonstrate program outcome achievement. This paper presents findings of a longitudinal assessment of students’ writing skills at United States International University (USIU-A). The main objective of this study was to assess the progress made by students in written communication competence right from entry to their final level of the English courses offered at the institution. This was aimed at providing instructionally relevant feedback to instructors which could be used to inform curriculum review and classroom instruction to improve students' writing skills. The study used an analytical rubric to assess students written scripts at different levels from entry to their final level of the English courses. Findings show general improvement in the students writing skills safe for syntax and grammar. A few recommendations are made from the findings including; providing students with a language intensive program before they begin their degree program, promoting writing across the curriculum (WAC) approach, and limiting language class sizes to 30 for effective teaching, evaluation, and feedback.

Integrating Writing Throughout the Curriculum in Doctor of Nursing Practice Programs: A Collaborative Model for Success

Historically, faculty in Doctor of Nursing Practice (DNP) programs have noted poor student writing proficiency, which is associated with substandard oral and written communication skills, analytical reflection, and professional role attainment. Few studies have investigated incorporating integrative collaborative model Writing Across the Curriculum (WAC) strategies in DNP programs. This study evaluated the efficacy of this model on the writing proficiency of students in their final year of the DNP program. This mixed-methods study examined how a collaborative model using WAC strategies affects DNP project value and rigor, writing proficiency, and student satisfaction. Student writing proficiency improved significantly, resulting in statistical improvement in DNP project value and rigor. Students viewed the collaborative model favorably when using the incorporated WAC strategies. A collaborative WAC model used by nursing faculty, writing resource centers, and a research librarian effectively improved the writing skills of DNP students. [J Nurs Educ. 2023;62(4):241-248.].

대학내 글쓰기 교과와 비교과 프로그램의 운영 간의 상호 보완 방안 연구

The purpose of this study is to explore the directions of writing education in University with a focus on the roles of a writing center. The researcher believes that it is necessary to reinforce writing education further to help college students cultivate their communicative or writing abilities. Here, the management of a writing center will be essential which serves as a pivot to take full charge of writing education and promote its operation in each college and university. It is critical to ensure integrated management of writing curriculums and extra-curriculums to reinforce the cross-curricular nature of writing education and establish a beginning point of a continuous writing curriculum. It is also needed to introduce education on writing across the curriculum(WAC) to improve student's communicative abilities and help them transfer their writing abilities to their fields of specialization through writing education. In addition, there is a need to vitalize an online writing feedback system to guarantee the easiness of education and offer the continuity of writing education to students.

Writing Across the Curriculum (WAC) Assignment in Macroeconomics

This article shares an assignment that has been successfully implemented in Writing Across the Curriculum (WAC) macroeconomic courses available to major and non-major undergraduate students enrolled in the City University of New York (CUNY) Kingsborough Community College. While the outcome at the end of the semester is a paper of about three pages, the steps designed to assist students with completing it are important because they provide a detailed research and investigation guide. The assignment is composed of a series of scaffolded tasks that engage students in data collection, data analysis, and interpretation using economic theory of the subject area, presentation of the actual findings compared to predictions of economic theory, and investigation and interpretation for convergence and/or divergence from the economic theory. This assignment is based on prior research on the benefits of assigning writing in economics courses and aims to achieve the outcomes described by the structure of cognitive process dimension of the revised Bloom’s taxonomy (Bloom et al., 1956; Krathwohl, 2002).

Developing a Writing in the Disciplines Program

The percentage of American institutions with a Writing Across the Curriculum (WAC) program grew from 38% to 54% over the 20-year period from 1987 to 2008. Meanwhile the trajectory of the numeracy movement from publication of the popular book Innumeracy in 1988 to the appearance of Numeracy in 2008 was similar to the trajectory of the WAC movement from the publication of “Why Johnny Can't Read”(1975) to the appearance of the first WAC journal in 1994.

SHOWCASE: Mason Instructor Resources Roadshow and Resource Fair (90 mins)

SHOWCASE: Mason Instructor Resources Roadshow and Resource Fair (90 mins)

대학교 문학 전공 교과목의 전공연계글쓰기(WAC) 수업 제안 - 국어국문학과 문제해결형 수업을 중심으로 -

대학교의 문학 전공 교과목에서 보고서 작성은 글쓰기 과목을 이수한 학생들에게도 쉽지 않은 영역의 글쓰기인 듯하다. 문학 전공 교과목에서 과제에 해당하는 보고서 제출은 거의 필수 사항처럼 여겨지지만 많은 학생들은 문학전공 교과목의 학문적 규범과 체계를 쉽게 숙지하지 못한 채 보고서를 작성하는 경우가 많다. 특히 문학 전공 교과목을 문제해결형으로 설계하고 그에 따라 수업했을 때, 수업 중에 이루어지는 비형식적인 짧은 글쓰기(WTL)과 형식을 갖춘 보고서(WID)의 간극이 큰 경우도 있었다. 이런 문제를 해결하고 동시에 문제해결형 수업의 효과를 높일 수 있는 방법으로 전공연계글쓰기(WAC)을 접목할 것을 제안한다. 이 글에서는 국어국문학과 4학년을 대상으로 개설된 <현대문학연습>을 문제해결형 수업으로 진행한 사례를 제시하면서 그 수업에서 필요성을 느끼게 된 전공연계글쓰기 접목의 필요성을 제시하고, 문제해결형 문학 전공 교과목 수업에서 전공연계글쓰기를 접목할 수 있는 방법을 제안하고자 한다.

A Writing Retreat at the Intersection of WAC and Civic Engagement

Partnerships between writing across the curriculum (WAC) and civic engagement (CE) programs are not given much attention but these partnerships improve each program significantly. CE programs can borrow models from WAC for professional development and obtain support for specific kinds of writing assignments; WAC programs can find among CE instructors a willing audience for critiquing the structural oppression inherent in literacy and for valuing dialectical, linguistic, and genre diversity. This snapshot focuses on a faculty writing retreat that emerged out of a WAC/ CE partnership and demonstrates how such partnerships can open the door for critical WAC pedagogy.

Transformative Pedagogy and Student Voice

This paper describes the principles of transformative pedagogy that lead to the development of distinct student voices in academic writing classes. Whether the course is taught at the undergraduate level through research, expository, and argumentative writing assignments or at the graduate level through literature review essays, research articles, and dissertation writing tasks, students need to be able to develop their voices and make their contributions to knowledge. Correspondingly, professional writing teachers need to teach students how to write voiced project documents such that it has the student’s unique signature even when situated within a paradigmatic boundary. The article expands on how facilitators of academic writing courses can incorporate S.E.A. principles of scaffolding, empowerment, and awareness as triple enablers into their teaching methodologies in order to develop student voices and usher in transformation successfully. As one of the few articles to examine how graduate and undergraduate academic writing instruction, including W.A.C. (Writing Across the Curriculum) and W.I.D. (Writing in the Discipline) teaching, can be recast to develop student voices, the paper can be helpful to readers looking for resources and recommendations to incorporate transformative pedagogy into their teaching.

Repurposing scientific writing in conservation biology

Scientists and writing studies scholars agree that students need to be able to repurpose scientific knowledge across audiences, goals, and genres. This article offers a much-needed, practical example of an assignment that allows students to work towards these goals. Working collaboratively, a faculty member from biology, a Writing Across the Curriculum (WAC) administrator, and an Encyclopedia of Alabama (EOA) editor redesigned a conservation biology course assignment around communication with multiple audiences. The assignment required students to produce a webpage about a rare species in Alabama that fulfills the technical, scientific writing component of the course and then repurpose that webpage into an entry for EOA aimed at a non-expert audience. We elaborate on the context in which the repackaging assignment developed, explain how it fits with student learning outcomes in biology, and share themes we noticed in students' reflections on the practice of repurposing their writing.

Scalable, scaffolded writing assignments with online peer review in a large introductory economics course

Despite widely acknowledged benefits of integrating writing into economics courses, instructors’ costs are often prohibitive. To reduce costs and make writing assignments more feasible, the authors describe multi-part, scaffolded writing assignments developed by an economist and a WAC (Writing Across the Curriculum) specialist, integrated into an 800-student introductory economics course with multilingual students and TAs. Students draft and revise an abstract and later draft and write an op-ed with a convincing economic argument for a general audience. The authors use writing centers and peer review software to provide feedback while reducing grading time, and train inexperienced TAs to evaluate student writing through detailed rubrics and moderated marking sessions. They provide detailed assignment descriptions and an accounting of resources and time needed to grade each assignment.

음악분석, 그리고 분석을 위한 글쓰기 - 음악분석을 논술중심전공교과(WAC)의 시각에서 바라보기 -

음악분석, 그리고 분석을 위한 글쓰기 - 음악분석을 논술중심전공교과(WAC)의 시각에서 바라보기 -

A Systematic Literature Review of Research on Writing across the Curriculum (WAC)

Using the systematic approach, we reviewed the characteristics (trend, method, school, and major) of studies on WAC conducted in South Korea thus far. In particular, we considered how these studies defined the concept of WAC. In summary, the findings were as follows: the total number of studies conducted on WAC in South Korea remains very small (N = 25). Among data-based empirical studies, the proportion of articles using qualitative methods is much higher than those relying on quantitative methods. Most studies refer to WAC at the college level, but some research at the elemen tary school level is also available. In addition, most studies applied WAC to classes related to the humanities and the social sciences. In Korean, translation the most used term for WAC was ‘범교과적 글쓰기’, and most articles defined the concept of WAC clearly. When the concept is clearly explained, most research defined WAC without quoting the definitions of others but devising their own. The definitions of WAC differed slightly ac cording to different focuses, but basically emphasized that writing should be an important element of education in various majors and liberal arts curricula. Based on this systematic literature review, we propose the fol lowing two discussions.

It Takes an Island: A Survey of Writing across the Curriculum at the University of The Bahamas

This study presents the findings of a survey of faculty across the disciplines at the University of The Bahamas (UB) regarding the types of writing they assign students in their classes and the value they place on certain aspects of students’ writing when assessing student work. A major goal of the study is to build background knowledge about the state of writing instruction across the disciplines at UB to support the growth of a possible Writing Across the Curriculum (WAC) initiative. In the current study, UB faculty in the hard sciences reported assigning a smaller range of writing tasks to students than their colleagues in the humanities and social sciences. Furthermore, despite disciplinary differences, UB faculty reported broadly similar areas of concern when assessing student writing.

A Writing-Across-the-Curriculum Faculty Development Program: An Experience Report

This case study reports on the experiences of designing and assessing the effectiveness of a faculty development program on writing across the curriculum (WAC). The report focuses on the question: What are the key components of an effective faculty development program to integrate WAC into engineering and scientific courses taught by faculty in those disciplines? Situating the case: Two main models of WAC implementation exist: direct instruction, which uses writing specialists to deliver instruction to engineering and science students, and the department-centered model, which instructs faculty in engineering and scientific disciplines to teach writing as part of technical courses. How the case was studied: A report of the experiences of the authors and the feedback from the participants. About the case: The workshop was aimed at teachers in various disciplines and covered these main topics: fundamentals of writing theory and pedagogy, writing assignment design and assessment, and situating writing assignments in courses across the disciplinary curriculum. It took place over 10 weeks during a 15-week semester and included large- and small-group meetings, consultations with the members of the university WAC program, and peer review of writing assignment drafts. Conclusions, limitations, and suggestions for future research: Key challenges in developing the workshop included designing ways to bridge the conceptual gap between the participants’ and WAC instructors’ understanding of the role of writing in disciplinary courses, limited time available to the participants, and scheduling challenges. The workshop was given seven times. Most of the faculty participants (90%) generally found it to be very effective or effective. Studies of workshops with larger populations of trainees are suggested.

Escritura académica, argumentación y prácticas de enseñanza en el primer año universitario

Este artículo muestra cómo docentes de la carrera de Profesorado y Licenciatura en Letras de una universidad pública argentina lograron entramar prácticas de escritura académica con prácticas de enseñanza, a fin de actualizar en sus aulas los potenciales epistémicos de la escritura. Enmarcados en un estudio de casos múltiples, configurado como una investigación didáctica naturalista, los resultados expuestos aquí provienen de dos fuentes de datos: entrevistas a alumnos y recolección de materiales de trabajo (consignas de escritura y producciones de alumnos). El análisis de tales datos estuvo guiado por la codificación y la contextualización, buscando las relaciones de similitud y contigüidad entre ellos. Desde el punto de vista teórico, teniendo como antecedentes los estudios sobre escribir a través del currículum (WAC), esta investigación retoma la noción de transposición didáctica propuesta por Chevallard para caracterizar de qué formas se entraman prácticas de enseñanza con escritura, en particular, cuando los docentes trabajan en sus clases una práctica de escritura disciplinar. Así, hallamos que, para transponer en el aula prácticas de escritura que resultasen potencialmente epistémicas y no propedéuticas, los docentes precisaron trabajar con una escritura argumentativa y vigilar cuidadosamente que las circunstancias de producción de tales prácticas fuesen similares a las que se desarrollan en el ámbito de las comunidades disciplinares a las que aspiran a pertenecer sus alumnos.

New Challenges in Pedagogy Classes: Blended Teaching Method of Flip-Learning and Writing Across the Curriculum (WAC)

New Challenges in Pedagogy Classes: Blended Teaching Method of Flip-Learning and Writing Across the Curriculum (WAC)