Current research suggests that students who struggle with grammar, spelling, mechanics and other "problems of ability," as well as students who suffer from "problems of engagement," as well as those students who see reading and writing as a chore, can benefit from creative writing assignments and learn to enjoy reading and…

Relates evidence from a writing-across-the-curriculum program which repeatedly shows the writing conference to be a critical vehicle for communicating with students, serving not only to instruct students in writing but to further their thinking. (SR)

One approach to writing across the curriculum--microthemes--involves short writing assignments such as summary writing, thesis support, inductive reasoning, and quandary posing. Using microthemes in accounting can ease the burden for instructors trying to provide useful evaluative feedback to improve student writing. (SK)

This paper addresses the culture of writing in higher education from a multicultural perspective of those within the "monolith." The paper first notes that writing programs, more specifically writing across the curriculum (WAC), and writing centers work in similar ways by benefiting each other and sharing the broad mission of improving…

Evaluates the effectiveness of a writing improvement program outside the English department. Finds that the program prepared students for writing on the job. Considers changes in the writing program to make it a true writing-across-the-curriculum program. (RS)

Considers the tremendous growth in writing across the curriculum programs nationwide and the recent questions about the feasibility of such programs. Suggests weaving WAC programs into the existing cultural context of institutions. Analyzes one way this has been achieved at Robert Morris College. (HB)

Advocates the application of writing-across-the-curriculum type assignments in mass communication and journalism courses. Offers an overview of transactional and expressive writing assignments used in such courses. (SR)

Develops a structured writing effectiveness program across three junior level courses in the accounting major (tax, cost, and financial accounting) to improve the writing skills of accounting students. Provides evidence that the writing across the curriculum project significantly improved the students' writing skills. (SC)

Considers the "marginality" of the situation of writing centers and their directors. Explores a possible reinvention for writing centers' history and mentality, with the help of concepts from anthropology. Finds that the writing center is not a space, a pedagogy, or an academic department; it crosses all disciplines. Surveys cultural…

Uses essays from the Analytical Writing Assessment of the Graduate Management Admission Test to develop a set of analytical tools to diagnose students' potential problems in MBA (Masters of Business Administration) writing assignments. Finds students learned about problems in their writing and about ways to address these needs, as well as improved…

This paper explains Bradley University's (Peoria, Illinois) neophyte Writing across the Curriculum Program, which has been in existence since December of 1997. Noting that the Program started with no outside money and with just a dream of developing undergraduate students' fluencies in their writing, the paper states that the goal was to encourage…

Studies how formerly weak writers manage to write adequately for their jobs. Concludes that the rhetorical, psychological, and social environment of the workplace fosters better writing in basic writers than the academic environment. Recommends writing across the curriculum for duplicating the workplace-writing content in college writing classes.…

A discipline-specific writing center is the nucleus of a writing-in-the-disciplines (WID) program in engineering, in the Department of Electrical and Computer Engineering (ECE) at the University of South Carolina. As a writing program, the writing center serves student writers and faculty in ECE and integrates writing consultation into the…

The Writing Across the Curriculum (WAC) program at Guilford College, North Carolina, has actively sought troubleshooting tips to pass on to new and continuing teachers of "W" (writing intensive) courses. Tips (problem statements and solutions) are based on the analysis of six semesters' worth of students "W" course evaluations…

A writing across the curriculum coordinator considers it part of her job to help faculty assist students to write better. She reminds faculty that she is available to do workshops for teaching assistants, to help design sequenced assignments, and to meet with students to set up effective peer response groups. A sociology professor sought her out…