You are Invited to Attend the International Network of Writing-across-the-Curriculum (WAC) Programs Special Interest Group at the Conference on College Composition and Communication Thursday, April 7, 6:30-7:30pm (see conference program for room number) This will be the 36th annual SIG meeting of the International (formerly National) Network of Writing-across-the-Curriculum (WAC) Programs at CCCC. Since 1981, this CCCC SIG has offered a unique opportunity for those who lead WAC/WID efforts at schools, colleges, and universities or those who wish to begin or re-start such initiatives. Aside from a few announcements of upcoming events of interest at the beginning of the session, the SIG meeting takes place in small discussion groups facilitated by members of the Network Consultants Board (highly-experienced program leaders). These groups address questions and concerns of the participants in regard to any aspect of the development and sustaining of WAC/WID initiatives and programs. In addition, occasional discussion groups in recent years have considered such efforts as writing of the CCCC-endorsed Statement of WAC Principles and Practices in 2012-14. Over the past ten years, this SIG has consistently drawn 35, 50, or more participants. Since the SIG was renamed "International" in 2005, approximately one quarter to one third of participants each year have come from institutions outside the U.S. Moreover, attending the SIG serves as an important step for those just beginning initiatives at their institutions, with approximately one half of participants each year self-identifying in this role. The names listed in the proposal, in addition to the chair, are the members of the Board who will lead the discussion groups. They are not "speakers," but "facilitators" or "discussion leaders." Presenter(s) • Chair: Chris Thaiss University of California Davis • Discussion Leader: Vicki Tolar Burton Oregon State University, Corvallis • Discussion Leader: Pam Childers The WAC Clearinghouse • Discussion Leader: Michelle Cox Cornell University • Discussion Leader: Jeffrey Galin Florida Atlantic University, Boca Raton • Discussion Leader: Anne Ellen Geller St. John's University, New York, NY • Discussion Leader: Dan Melzer UC Davis • Discussion Leader: David Russell Iowa State University, Ames • Discussion Leader: Martha Townsend University of Missouri, Columbia • Discussion Leader: Terry Zawacki George Mason University, Fairfax, VA

Announcing the release of the Across the Disciplines Special Issue "Create, Perform, Write: WAC, WID, and the Performing and Visual Arts," full text available at http://wac.colostate.edu/atd/performing_arts/index.cfm. From the home page: Performing and visual arts programs across the country ask students at all levels to write about the artistic domains they inhabit. From undergraduates taking introductory arts courses, to MFA students writing theses and academic journal articles, thousands of students nationwide are creating and performing art—witnessing an array of creative processes, performances and exhibitions—and attempting to write about their experiences. This special issue delivers articles from contributors who explore connections between the teaching and learning of writing and the performing and visual arts in the classroom or studio, in writing centers, and elsewhere across the disciplines. Thirteen authors energetically perform theoretical and literature-review focused pieces, case studies, and innovative multimodal hybrid webtexts.

Meeting of the International Network of Writing-across-the-Curriculum Programs at the Conference on College Composition and Communication

Indianapolis, Indiana, JW Marriott, room 301

This annual meeting is intended to give leaders of new and established WAC/WID programs at any level and in any locale the opportunity to ask questions and share information about any aspect of WAC/WID program development and operation. Having met annually at CCCC since 1981, we have averaged 40-60 attendees each of the past ten years, always about half of these representing new WAC/WID initiatives. The members of the Network's consultants board serve as small-group facilitators during the meeting.

The editors of Across the Disciplines are pleased to announce the publication of a new special issue on the topic of "Anti-Racist Activism: Teaching Rhetoric and Writing," guest edited by Frankie Condon (University of Waterloo) and Vershawn Ashanti Young (University of Kentucky).

To quote from Young/Condon's introduction:

"Despite widely circulated pronouncements of the death of racism in the U.S. following the election of President Barack Obama, politicians continue to appeal to race as a means of galvanizing their (predominantly white) bases, legislation across the States taps into deeply held racist beliefs and connects those beliefs with notions of citizenship and national identity, and efforts are underway nationwide to limit the ability of teachers and students to study the history of race and racism in the U.S. as well as the cultural and scholarly production of artists and intellectuals of color. This special issue helps meet a pressing need to continue and deepen a critical dialogue about race matters, particularly in classrooms that take up the pedagogical aims of synthesis, analysis, argumentation, persuasion and presentation, in short, the teaching of rhetoric and writing."

Call for Papers: Writing Center Theory and Practice

The Winter 2013 (Vol. 17, Iss. 4) Issue of Academic Exchange Quarterly, an independent double-blind-peer-reviewed print journal, is now accepting submissions for its special section on Writing Center Theory and Practice.  Articles may explore issues of theory, practice, and experience in writing center work, including qualitative and empirical studies and discussions of pedagogy.

Articles may also consider the following: How writing center professionals cope with change and the eventuality of needing to expand their efforts in response to new economic and demographic challenges.  Furthermore, as we move towards increasingly virtual and technologically dependent learning communities, how can these efforts help meet the evolving demands of our students? 

In addition to Writing Center Directors and other Administrators, submissions are welcome from professional staff, faculty tutors, and graduate students who work in the writing center.  Manuscript length should be between 2,000 and 3,000 words.  Please identify your submission with the keyword “Center-2.”

Submissions will be accepted now until the end of August; however, early submissions are encouraged as they offer the following incentives:

• longer time for revision
• opportunity to be considered for Editor’s Choice
• eligibility to have article’s abstract and/or full text posted on journal’s main webpage
• opportunity to be considered for inclusion in Sound Instruction Series

For more information, please visit http://rapidintellect.com/AEQweb/center2.htm, or email Feature Editor and Sound Instruction Book Editor Kellie Charron at kajr10@comcast.net

 

Meeting of the International Network of Writing-across-the-Curriculum Programs

Session: FSIG.6 on Mar 23, 2012 from 6:30 PM to 7:30 PM

Since 1981, the Network has met annually at 4Cs to provide participants the opportunity to share questions, concerns, and successes related to any aspect of the design and operation of writing-across-the-curriculum and writing-in-disciplines initiatives at any level and in any locale, in the U.S. or internationally. Attendance at the SIG has averaged more than 30 in recent years (in 2011 we had about 50 participants), with roughly half of these identifying their institutions as just beginning WAC/WID initiatives. This attendance and the percentage of first-time participants reflect the continuing vitality of the SIG. 

The session features a small-group format, with members of the Board of Consultants facilitating these discussions. In most cases, small groups are intended to give each participant the opportunity to speak and to have questions and concerns addressed by the facilitators and group. In 2011, we augmented this arrangement with two small groups on specific topics: "writing-embedded" curricula and drafting of a statement of principles of WAC/WID programs (for submission to CCCC for possible adoption as a position statement). 

Participant	Affiliation	Speech Title (if known)
Chris Thaiss (Chair)	UC Davis	Chair-Facilitator
Pamela Childers (Chair)	Lesley Universty	Facilitator
Jeffrey Galin (Speaker 1)	Florida Atlantic University	Facilitator
Anne Ellen Geller (Speaker 2)	St. John's University	Facilitator
Dan Melzer (Speaker 3)	CSU Sacramento	Facilitator
David Russell (Speaker additional)	Iowa State University	Facilitator
Terry Zawacki (Speaker additional)	George Mason University	Facilitator
Teresa Redd (Speaker additional)	Howard University	Facilitator
Mary McMullen-Light (Speaker additional)	MCC-Longview Community College	Facilitator
Vicki Tolar Burton (Speaker additional)	Oregon State Unversity	Facilitator
Martha Townsend (Speaker additional)	University of Missouri	Facilitator
Michelle Cox (Speaker additional)	Bridgewater State University	Facilitator

The editors of Across the Disciplines are pleased to announce the publication of a new special issue, guest edited by Michelle Cox and Terry Zawacki, on the topic of "WAC and Second Language Writing: Cross-field Research, Theory, and Program Development."  As the co-editors say in the issue's abstract:

The table of contents for this special issue includes:

Introduction
Terry Myers Zawacki and Michelle Cox

WAC: Closing Doors or Opening Doors for Second Language Writers?
Michelle Cox

Lessons for WAC/WID from Language Learning Research: Multicompetence, Register Acquisition, and the College Writing Student 
Jonathan Hall and Nela Navarro

Interpersonal Stance in L1 and L2 Students' Argumentative Writing in Economics: Implications for Faculty Development in WAC/WID Programs
Zak Lancaster

How Faculty Attitudes and Expectations toward Student Nationality Affect Writing Assessment
Peggy Lindsey and Deborah Crusan

Teaching and Learning with Multilingual Faculty
Anne Ellen Geller

Attitudes about Graduate L2 Writing in Engineering: Possibilities for More Integrated Instruction
Jay Jordan and April Kedrowicz

"Striking while the iron is hot" A Writing Fellows Program Supporting Lower-Division Courses at an American University in the UAE
Lynne Ronesi

Mapping the Gaps in Services for L2 Writers
Marty Patton

Writing at UC Davis: Addressing the Needs of Second Language Writers
Dana Ferris and Chris Thaiss

 

WAC Journal Seeks Funding in Order to Continue

The WAC Journal, for the first time in 23 years, has no funding for next year's volume. We need $6,000 a year to continue.

If you can contribute any dollar amount to support The WAC Journal, please send a check or money order payable to The WAC Journal Fund. Contributions are tax-deductible. Mail contributions to:

The WAC Journal Fund
c/o NWP-NH, English Dept., MSC 40
Plymouth State University
Plymouth, NH 03264

Sincerely,

Roy Andrews, editor, The WAC Journal
Meg Petersen, Plymouth State University, and Director of the National Writing Project in New Hampshire
David Zehr, Associate Vice President for Undergraduate Studies, Plymouth State University
Carol Rutz, Carleton College
Neal Lerner, Northeastern University
Pat Donahue, Lafayette College
Jacob Blumner, University of Michigan-Flint 
John Eliason, Gonzaga University
Rebecca Noel, Plymouth State University
Robert Miller, Plymouth State University

The editors of Across the Disciplines are pleased to announce the publication of a new special issue, guest edited by Magnus Gustafsson, collecting papers presented at the 2011 ICL/CLIL (Integrating Content and Language/Content and Language Integrated Learning) colloquium in Cape Town, South Africa:

This issue's table of contents includes:

Collaborating for Content and Language Integrated Learning: The Situated Character of Faculty Collaboration and Student Learning
Magnus Gustafsson, Andreas Eriksson, Christine Räisänen, and Ann-Charlotte Stenberg, Cecilia Jacobs, Jenny Wright, Bridget Wyrley-Birch, and Chris Winberg

Research and Development in an ICL Project: A Methodology for Understanding Meaning Making in Economics
Moragh Paxton

Learning Together: Lessons from a Collaborative Curriculum Design Project
Brenda Leibowitz, Vivienne Bozalek, Ronelle Carolissen, Lindsey Nicholls, Poul Rohleder, Toke Smolders, and Leslie Swartz

A Case Study of a Research-based Collaboration Around Writing in Social Work
Theresa Lillis and Lucy Rai

Interdisciplinarity as a Lens for Theorizing Language/Content Partnerships
Marie C. Paretti

Engineering and Language Discourse Collaboration: Practice Realities
Marcelle Harran

Learning as Accessing a Disciplinary Discourse: Integrating Academic Literacy into Introductory Physics Through Collaborative Partnership
Delia Marshall, Honjiswa Conana, Rohan Maclons, Mark Herbert, and Trevor Volkwyn

Issues of Discourse: Exploring Mixed Messages in the Interests of Collaboration
Susan Van Schalkwyk, Juanita Bezuidenhout, Hugo Botha, and Gerrit I. Van Schalkwyk

Critical Components of Integrating Content and Language in Spanish Higher Education
Immaculada Fortanet-Gómez

The Disciplinary Literacy Discussion Matrix: A Heuristic Tool for Initiating Collaboration in Higher Education
John Airey

Across the Disciplines is pleased to announce the publication of issue 8.1 (2011), consisting of the collected articles published from January through June 2011.  In addition to the pieces by Katherine Gottschalk and Anne-Marie Pedersen which appeared earlier in the year, we have just published three additional articles, each of which focuses on writing in the STEM fields:

Proofs and Persuasion: A Cross-Disciplinary Analysis of Math Students' Writing, Patrick Bahls, Amy Mecklenburg-Faenger, Meg Scott-Copses, and Chris Warnick.

This article offers an initial analysis of the rhetorical devices used by mathematics undergraduates as they begin to write research articles in their discipline and identifies both convergences and divergences writing in the disciplines of mathematics and composition and rhetoric. (Published June 27, 2011)

"It's a Shame to Put Such Wonderful Thoughts in Such Poor Language": A Chemist's Perspective on Writing in the Discipline Roland P. Stout.

Written from the perspective of a chemist, this paper presents a process for developing and using writing assignments as thinking and learning tools. The examples are taken from a wide range of chemistry courses and include both learning objectives and evaluation methods. (Published June 27, 2011)

From Concept to Application: Student Narratives of Problem-solving as a Basis for Writing Assignments in Science Classes, Jennifer Rich, Daisy Miller, and Lisa DeTora.

This study utilizes a speak-aloud protocol to examine the use of writing to encourage metacognition in math and science. The authors identify three distinct cognitive processes at work as students talk through their approaches to answering math and science questions and suggest approaches to encourage metacognition through writing in science classes. (Published June 27, 2011)

CFP: Writing Center Theory and Practice

The International (formerly National) Network of Writing-across-the-Curriculum Programs has met at the CCCC convention each year since 1981. The popular small-group format continues to draw each year 40-70 participants, including program planners from a range of countries. In the small groups, each led a member of the INWAC Board of Consultants (all very experienced program leaders from a broad range of institutions within and outside the US), participants ask and receive answers to their questions regarding any aspect of beginning, sustaining, re-starting, or expanding their WAC/WID initiatives. The meeting also provides a short amount of time for announcement of conferences, research opportunities, and publications of interest to WAC program developers.

When: April 8, 2011 from 6:30 PM to 7:30 PM

Where: CCCC convention in Atlanta (check program for room location)

Across the Disciplines is pleased to announce the publication of its latest special issue, devoted to “Writing Across the Curriculum at the Community Colleges: Beating the Odds,” edited by Clint Gardner (Salt Lake City Community College).

“Writing across the curriculum and writing in the disciplines (WAC/WID) programs in community colleges have been the focus of only sporadic scholarship over the years. While there are a smattering of articles, a handful of doctoral dissertations, and a few books devoted to the subject (mostly from the late 80's and mid-90's), substantial research on WAC/WID from a community college perspective seems seriously lacking in comparison to research that has been conducted in other postsecondary settings. Given the pervasive teaching mission that all community colleges share, the collaborative drive that many experienced faculty from across the disciplines display, and the community college's specific commitment to general education, it seems certain that a great deal of WAC/WID work is taking place in community colleges, even if that work is not specifically referred to on campus as "WAC" or "WID." In this issue of Across the Disciplines, therefore, we focus the spotlight on community college WAC/WID initiatives and expand the range of scholarly work in this area, exploring the challenges that community college WAC programs face, the ways in which student demographics and goals shape their experience of writing in the disciplines, and what the future of WAC/WID might be at the community college level.”

The table of contents for this issue includes:

Great Expectations: The Culture of WAC and the Community College Context by Mary McMullen-Light
 

Overcoming Obstacles: How WID Benefits Community College Students and Faculty by Michelle Pacht
 

From an ESL Perspective: Deciphering the Language of Academic Courses by Veronica Campos
 

Re-Media-ting Remedial Education with Web 2.0: Implications for Community College Writing Across the Curriculum Programs by Renee Bangerter

Quinnipiac University's College of Liberal Arts and Sciences Presents Crossing the Great Divide: Critical Thinking and Writing in the Majors Third Biennial International Conference Friday, November 19th and Saturday, November 20, 2010 Quinnipiac University, Hamden CT.

• A letter of nomination that includes the name and institution of the nominee, your personal knowledge of or experience with the nominee’s service contributions to the writing center community, and your name, institutional affiliation and email address.
• Detailed support documents (maximum of 5 pages). These may include excerpts from a curriculum vitae, workshop or published material, stories or anecdotes, or original work by the nominee.
• Other letters of support (optional, but limited to 2)

Call for Proposals

A special issue of Across the Disciplines, Spring/Fall 2011

 

Writing across the Curriculum and Second Language Writers

 

Guest editors: Michelle Cox, Bridgewater State College; and Terry Myers Zawacki, George

Mason University

 

Along with the current drive to internationalize higher education has come a heightened institutional concern for the writing of our second language (L2) students. While there has been a recent burgeoning of research on L2 writers, the focus has been mainly on how these writers fare in composition courses. We know that L2 writers also write across the curriculum, in the majors, and in graduate programs, and yet there is still only a small body of research focused on these contexts. Given the increasing numbers of both residential and visa second language writers in higher education as well as the growing understanding of the complexities of writing across languages, cultures, and disciplines, we have a pressing need for more research from composition and L2 writing perspectives that explores the experiences of L2 writers and the expectations of faculty who teach these writers across the curriculum.

 

To that end, we invite proposals for articles that explore questions such as the following, as well as others related to the topic of Writing across the Curriculum/Writing in the Disciplines and second language writers:

 

·         What are the experiences of second language writers as they write across the curriculum, in the disciplines, in graduate programs, in internships, and in the workplace after they graduate? In what ways do these experiences relate to language and culture? How do these experiences compare with those of native English speaking (NES) students?

·         What challenges do second language writers face as they write across the curriculum, across the disciplines, and in graduate programs? 

·         What resources do second language writers bring to writing across the curriculum, in the disciplines, and in graduate programs?

·         What are the attitudes and expectations of faculty across the disciplines for second language writers? To what extent might these attitudes and expectations differ by discipline, level of course, and genres of writing?

·         How might faculty attitudes and expectations for second language writers influence the design of writing assignments, their response and grading practices, writing assessment, and the use of in-class writing activities?

·         What approaches have WAC/WID administrators found successful in supporting faculty as they work with second language writers across the curriculum and what challenges have they faced in this effort?

·         How do WAC/WID programs assess the success of WAC/WID programming in relation to second language students? 

·         What efforts are being made/should be made to incorporate second-language writing concerns into the development of large-scale writing assessment plans?

·         How do second language writers fare on large-scale assessments of writing in the disciplines?  

·         What is the history of WAC/WID support of second language writing at your institution?

·         What are successful models of collaboration between WAC/WID programs and other programs that support second language students, such as ESL programs, first year writing programs, writing centers, diversity programs, and programs at local school districts?

·         How do the parallel areas of inquiry of WAC, WID, English for Academic Purposes (EAP), and English for Specific Purposes (ESP) inform each other? Where do they depart? What productive connections have been made/might be made?

 

We welcome proposals focused on these and other questions related to the intersections between WAC/WID and second language writing theory, research, pedagogy, and program administration as these pertain to L2 writers of academic English. We especially welcome collaborations between WAC scholars and L2 writing scholars. 

 

Deadline for Proposals: May 15, 2010

 

Notification of Acceptance: by July 2010

 

Manuscripts Due: December 15, 2010

 

Publication: Spring/Fall 2011

 

Proposal Format: Please submit a one-page proposal explaining your topic, the research and theoretical base on which you will draw, and your plans for the structure of your article. Proposals and manuscripts should follow APA documentation style, which is the standard for Across the Disciplines. Send your proposal electronically (in MS Word format) to guest editors Michelle Cox (michelle.cox@bridgew.edu) and Terry Myers Zawacki (tzawacki@gmu.edu), and the editor of ATD, Michael Pemberton (michaelp@georgiasouthern.edu). Please be sure to include your full contact information.

 

This listserv is for board members of IWCA only. If you have problems with your emails from this list, contact meodice@ou.edu.

Across the Disciplines is pleased to announce the publication of a special issue on “Writing Across the Curriculum and Assessment: Activities, Programs, and Insights at the Intersection” ( http://wac.colostate.edu/atd/assessment/index.cfm), guest edited by The Florida State University Editorial Collective (Kathleen Blake Yancey; Emily Baker; Scott Gage; Ruth Kistler; Natalie Syzmanski; Kara Taczak; and Jill Taylor).  As the editors explain in the issue’s preface,

In 1997, Brian Huot and Kathleen Blake Yancey published their co-edited volume Assessing Writing across the Curriculum: Diverse Approaches and Practices. In this volume, contributors explored various ways of assessing WAC programs, moving theoretically, ethnographically, administratively, and rhetorically to document the efficacy of such programs. During the last decade, we've seen this work expand, in the process frequently leading to new WAC-related innovations. Several programs, for example. have moved from WAC to CAC­from Writing across the Curriculum to Communication across the Curriculum­so as to incorporate multiple kinds of communication into a writing-rich but not writing-exclusive curriculum. Other WAC programs, like George Mason University's and North Carolina State University's, have used assessment activities as one component in a larger WAC research study. And still others, like researchers at the University of Hawaii, have focused on the student experience, drawing from collective interviews new lessons for WAC administrators and program designers. In sum, the last decade has produced new ways of thinking about WAC as well as new ways of thinking about how to assess WAC. This special issue of ATD explores how assessment can help us understand, support, and enrich all such WAC efforts, and outline why and how assessment is an appropriate mechanism for doing so.

The table of contents for this special issue includes:

Introduction
Ruth Kistler, Kathleen Blake Yancey, and Kara Taczak, with Natalie Szysmanski
 
The Writer's Personal Profile: Student Self Assessment and Goal Setting at the Start of the Term
Tracy Ann Robertson & Vicki Tolar Burton
 
Voices at the Table: Balancing the Needs and Wants of Program Stakeholders to Design a Value-added Writing Assessment Plan
Terry Myers Zawacki, E. Shelley Reid, Ying Zhou, & Sarah E. Baker
 
Pairing WAC and Quantitative Reasoning through Portfolio Assessment and Faculty Development
Carol Rutz & Nathan D. Grawe
 
Profiling Programs: Formative Uses of Departmental Consultations in the Assessment of Communication Across the Curriculum
Chris M. Anson & Deanna Dannels
 
Data Driven Change Is Easy; Assessing and Maintaining It Is the Hard Part
Les Perelman
 
Program Assessment: Processes, Propagation, and Culture Change
Monica Stitt-Bergh & Thomas Hilgers
 
Developing a Culture of Writing at Virginia State University: A New Writing Emphasis
Freddy L. Thomas

CALL FOR 2010 WPA RESEARCH GRANT PROPOSALS

The Research Grants Committee of the Council of Writing Program
Administrators invites proposals for research projects that investigate
issues and practices in writing program administration. Maximum awards of
$2000 may be given; average awards are $1000. Applicants must be current WPA
members; all current WPA members are eligible to apply.   

Deadline for Proposals: January 1, 2010

Please organize your proposal as follows:

1.  A cover page that gives the names of all investigators (please don't
identify yourself or your institution in the rest of the proposal), the
proposal/project title, mailing addresses, email addresses and phone
numbers. 

2.  A project overview of no more than two pages single-spaced in which you:

.         explain the problem or question your research project will attempt
to investigate or solve 

.         briefly outline the methodology you plan to use to approach the
problem 

.         describe how the project will address the problem or question you
have identified 

.         give a timetable detailing how the project will proceed 

.         connect the project to previously published research and
scholarship 

.         describe your expertise in this area 

.         describe how the results will be shared professionally (See
"Expectations of Reward Recipients" below)

3.  A realistic, detailed budget on a separate page. For grants over $1000,
in-kind budget items or alternative budget sources need to be included in
the budget. State also if you will accept partial funding. 

CRITERIA FOR SELECTION

You may find the following criteria useful in preparing your proposal. The
WPA Grants Committee will use these criteria to conduct blind reviews of all
proposals. 

1. Relevance: The project is relevant to the work of writing program
administrators, it applies to contexts outside of the immediate
institutional context of origin, and writing program administrators will
benefit from the outcomes of this project.

2. Contribution: The project not only is related to prior scholarship and
research but also makes an original contribution. 

3. Proposer's Past Scholarship/Expertise: Through prior research and
expertise, the proposer is well-prepared to undertake this project.

4. Methods: The methodology is clear, workable, and appropriate to this
project.

5. Feasibility: The proposer can reasonably complete the project in the
proposed time frame.

6. Cost Effectiveness: The budget expenditures are reasonable and the
project's outcomes justify the project's expenses.

Restrictions: 

.         Ordinarily, you will not receive funding for released time for the
grantee or others; for purely local initiatives or projects with little
relevance to other settings; for outside consultants or evaluators; for the
production of non-researched materials; for dissertation research; travel to
present your research at WPA or any other conference.  (Funding for travel
to conferences for research purposes may be considered) or for supplements
to existing grants, unless it is clear that the WPA grant provides an
opportunity to extend the project in new directions. 

.         WPA does not generally fund institutional overhead. If grants are
approved that require institutional overhead, WPA will allow no more than
10% of funding to institutional overhead. 

.         You may not submit more than one proposal per year. The Committee
will give first consideration for awards to those who have not received an
award for three years.

.         Former WPA Board members should wait a year after their term has
expired to apply for a grant.

EXPECTATIONS OF REWARD RECIPIENTS

1. Grantees are expected to submit articles resulting from the research to
WPA Journal for first consideration. 

2. Grantees are expected to produce a brochure presenting research results
at the annual CCCC's WPA breakfast in the year during which the award is
granted. Applicants should budget approximately $200 for production of the
brochure in their application. 

3. Grantees are expected to submit a final written report of their research
outcomes to the Chair of the Research Grants Committee by June 15 of the
year after they receive the award. Ordinarily, reports will be 5-7 pages in
length. In some circumstances, grantees may need more space, in which case a
report of up to 10 pages is acceptable. These reports should outline
specific plans for submitting an article reporting the results to the WPA
Journal as well as other plans for dissemination. 

Questions about proposals can be directed to 

Barbara L'Eplattenier bleplatt AT ualr.edu

The preferred method for proposal submission is a Microsoft Word attachment
to an e-mail sent to Barbara L'Eplattenier bleplatt AT ualr.edu

If applicants need to send paper copies, please send four copies of the
proposal to the address below. E-mails and paper copies must be received no
later than January 1, 2010.

Barbara L'Eplattenier
Department of Rhetoric and Writing
2801 S. University Ave
Little Rock AR 72204-1099

Winners will be announced at the 2010 WPA breakfast at the Conference on
College Composition and Communication.

 

**7th annual IWCA Summer Institute for Writing Center Directors and Professionals**

Sunday, July 12 - Friday, July 18, 2009
Temple University

Philadelphia, PA

(virtual tours of Temple and Philly)<http://www.temple.edu/undergrad/admissions_flash/>

Join co-chairs Lori Salem (Temple University) and Brad Hughes (University of
Wisconsin-Madison), plus seven outstanding leaders (to be announced soon), plus
a great group of Temple writing-center professionals and students, plus 55
wonderful participants from around the US and the world for in-depth and
critical discussions of these kinds of topics--

*       writing center philosophies, missions, theories, and literature
*       leadership in an academic culture
*       diversity and writing centers
*       tutor education
*       planning, growing, developing, and re-imagining a writing center
*       assessment
*       research and publishing
*       collaborating across our campuses and beyond
*       writing fellows
*       writing center politics and administration (or developing your inner
Pollyanna and Machiavelli!)
*       technology and writing centers
*       working with multilingual writers
*       facilities and space
*       WAC, WID, and writing centers
*       communicating with faculty and administrators
*       writing center support for graduate-level writers
*       community writing centers
*       funding, budgeting, fundraising, endowments
*       research with tutor alumni
*       writing center workshops
*       and issues, questions, knowledge and experience that participants bring


Past institutes have been wonderfully enriched by international participants, as
well as by participants from two-year colleges and secondary schools.

Philadelphia is a terrific place to visit in the summer, and not just because of
the Phillies and the cheesesteaks.  We'll be meeting on Temple's campus, a leafy
oasis in the north part of the city, and in Center City, within easy walking
distance of brew pubs, restaurants, bookstores, funky boutiques, and coffee
shops.  Philadelphia's historical sites (the Liberty Bell, Christ Church) are
well worth the trip, as are the city's arts institutions, especially the newly
expanded Art Museum (complete with Rocky Stairs), the Institute of Contemporary
Art, the Mutter Museum (google it!).  Philly is a terrific and welcoming place
for families if you're considering bringing yours, with a major zoo, aquarium,
science museum, history museum, as well as not one but two rivers and the
largest urban park in the country.

Anticipated registration fee: $800 (includes an opening dinner and four
lunches.)

Two sites are available for lodging:  On-campus private dorm rooms at $38/night;
or downtown hotel at approximately $145/night. (On-campus lodging for families
is also available at a slightly higher rate.)

Six scholarships will be available to defray the registration fee.  Stayed tuned
for more details about how to apply.


Registration opens Friday, February 27, 2009.  Participation will be limited to
the first 55 registrants.



Please Note: The institute often fills to capacity two to four months in
advance, so if participating in the 2009 institute is a priority for you, be
sure to register early.  Registration for the 2009 Summer Institute will open on
February 27th.


We'll have more details about leaders, lodging, registration, scholarships, and
transportation options in coming weeks.


Questions about the summer 09 institute?  Please contact us at:


Lori Salem at lori.salem@temple.edu<mailto:lori.salem@temple.edu or
215-204-0709.  Lori is this year's co-chair and local host.  She is the Director
of Temple University Writing Center and Assistant Vice Provost for Undergraduate
Studies

or

Brad Hughes at bthughes@wisc.edu<mailto:bthughes@wisc.edu or 608-263-3823. 
Brad is this year's co-chair.  He is the Director of the Writing Center and the
Director of Writing Across the Curriculum at the University of
Wisconsin-Madison.

Thanks for your interest!

--Lori and Brad
 

Across the Disciplines is pleased to announce the publication of a special issue on “Writing Technologies and Writing Across the Curriculum: Current Lessons and Future Trends” ( http://wac.colostate.edu/atd/technologies/index.cfm), guest edited by Karen Lunsford.  This special issue of ATD explores how and why WAC/WID initiatives incorporate writing technologies, take advantage of emergent forms of writing instruction, and adapt to evolving disciplinary and cultural norms for writing.
 
The table of contents for this special issue includes:
 
Introduction: Writing Technologies and WAC
        Karen J. Lunsford
 
Seduction or Productivity: Repurposing the Promise of Technology
        William Klein & Suellynn Duffey
 
Programs that Work(ed): Revisiting the University of Michigan, the University of Chicago, and George Mason University Programs after 20 Years
        Morgan T. Reitmeyer
 
Online Tutoring: A Symbiotic Relationship with Writing Across the Curriculum Initiatives
        Judy Arzt, Kristine E. Barnett, & Jessyka Scoppetta
 
Developing and Assessing an Online Research Writing Course
         Christopher W. Dean
 
Students' Strengths and Weaknesses in Evaluating Technical Arguments as Revealed through Implementing Calibrated Peer Review in a Bioengineering Laboratory
        Tracy Volz & Ann Saterbak
 
Writing in the Disciplines versus Corporate Workplaces: On the Importance of Conflicting Disciplinary Discourses in the Open Source Movement and the Value of Intellectual Property
        Brian D. Ballentine
 
Writing in the Disciplines, Technology, and Disciplinary Grounding
        Carolyn Sterling-Deer
 
Intersectional Computer-Supported Collaboration in Business Writing: Learning through Challenged Performance
        Dirk Remley
 
Not Just Words Any More: Multimodal Communication Across the Curriculum
        Lillian Bridwell-Bowles, Karen E. Powell, & Tiffany Walter
 

Dr. Michael Pemberton            
Professor, Department of Writing and Linguistics
Editor, Across the Disciplines
Georgia Southern University              
 

 

Competition No.  -	A10017185
Closing Date  -	Will remain open until filled.

Composing a Community
A History of Writing Across the Curriculum

 

Writing across the curriculum is experiencing a renaissance in institutions across the country. People starting or restarting WAC programs will want to read Composing a Community: A History of Writing Across the Curriculum.

Composing a Community is not only a history of early WAC programs but also of how the people developing those programs were in touch with one another, exchanging ideas and information, forming first a network and then a community. Composing a Community captures the stories of pioneers like Elaine Maimon, Toby Fulwiler, and others, giving readers first-hand accounts from those who were present at the creation of this new movement. David Russell’s introduction sets this emergent narrative into relief.

Susan H. McLeod and Margot Iris Soven, themselves pioneers in WAC history, have assembled some of its most eloquent voices in this collection: Charles Bazerman, John C. Bean, Toby Fulwiler, Anne Herrington, Carol Holder, Peshe C. Kuriloff, Linda Peterson, David R. Russell, Christopher Thaiss, Barbara E. Walvoord, and Sam Watson. Their style is personal, lively, and informal as the authors succeed in putting their personal memories in the larger context of WAC studies.