Volume 16, September 2005

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Transforming WAC through a Discourse-Based Approach to University Outcomes Assessment, by John C. Bean, David Carrithers, & Theresa Earenfight, Seattle University

Why So Many Bright Students and So Many Dull Papers?: Peer-Responded Journals as a Partial Solution to the Problem of the Fake Audience, by George Gopen, Duke University

Claiming Research: Students as "Citizen-Experts" in WAC-Oriented Composition, by Michelle Sidler, Auburn University

Making the Connection: A "Lived History" Assignment in an Upper-Division German Course, by Lisa Jennings, Valparaiso University

The Tallest WAC Expert in North America: An Interview with Bill Condon, by Carol Rutz, Carleton College

Dangerous Partnerships: How Competence Testing Can Sabotage WAC, by Doug Brent, University of Calgary

WAC Practices at the Secondary Level in Germany, by Melinda Reichelt, University of Toledo

Note Taking and Learning: A Summary of Research, by Françoise Boch, Stendhal University, & Annie Piolat, University of Provence

Outcomes from The Outcomes Book, by Jacob S Blumner, Eastern Michigan University

This volume is available in whole and in part in Adobe's Portable Document Format (PDF).