Writing, with regards to academic training, has largely been relegated to the territory of primary education. Over the past fifty years, higher education administrators and faculty have become increasingly aware of eroding boundaries between high school and college. The considerable resource investment for the supply of writing courses generates an administrative concern in that it can be seen as draining monetary and human resources from the research enterprise. Rather than tag these courses as part of the curriculum, oftentimes such courses earn the designation of being remedial (Atwell, Lavin, Domina & Levy, 2006). Although the importance of writing has been underscored nationally by such organizations as the American Association of Colleges and Universities (AAC&U), many campuses find it difficult (if not impossible) to restructure all departments and college courses to encourage and support writing as promoted by the WAC movement (Fulwiler, 1884; 1991). Consequently, most writing courses are housed in English departments with faculty who consider the instructional work of these courses to be intellectually second-class (Rose, 1985). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]