Post on 20-Dec-2015
WAC in the ClassroomWAC in the Classroom
Strategies for incorporating WAC
pedagogies into YOUR class!
Strategies for incorporating WAC
pedagogies into YOUR class!
The WAC philosophy is applicable to
courses in disciplines
throughout the university.
The WAC philosophy is applicable to
courses in disciplines
throughout the university.
• Writing is the responsibility of the entire academic community
• Writing must be integrated across departmental boundaries
• Writing instruction must be continuous during all four years of
undergraduate education
• Writing promotes learning and only by practicing the conventions of an academic discipline will students begin to communication
effectively within that discipline
• Writing is the responsibility of the entire academic community
• Writing must be integrated across departmental boundaries
• Writing instruction must be continuous during all four years of
undergraduate education
• Writing promotes learning and only by practicing the conventions of an academic discipline will students begin to communication
effectively within that discipline
So, how do we incorporate a WAC model into various kinds of classes?
And why?
So, how do we incorporate a WAC model into various kinds of classes?
And why?
First, we must recognize that our
students are already writers:
• TXT messaging• Blogging• Email
First, we must recognize that our
students are already writers:
• TXT messaging• Blogging• Email
From Susan McLeod’s presentation “What is Writing
Across the Curriculum? What Does a WAC Program Need to Succeed?”
From Susan McLeod’s presentation “What is Writing Across the Curriculum? What Does a WAC Program Need to
Succeed?”
From Susan McLeod’s presentation “What is Writing
Across the Curriculum? What Does a WAC Program Need to Succeed?”
From Susan McLeod’s presentation “What is Writing Across the Curriculum? What Does a WAC Program Need to
Succeed?”
The teaching of writing is not just the job of “writing teachers.” Part of WAC’s mission is to
reinforce the value of writing in and to all
disciplines.
The teaching of writing is not just the job of “writing teachers.” Part of WAC’s mission is to
reinforce the value of writing in and to all
disciplines.
The Colorado School of Mines WAC website
answers many questions that faculty consider when presented with a WAC pedagogical model,
most notably:
The Colorado School of Mines WAC website
answers many questions that faculty consider when presented with a WAC pedagogical model,
most notably:
"Isn’t teaching writing the job of the high schools and first-year composition courses?
Why is this being pushed over on us?”
"These students today! I tell ya, they just can't write! Where do I begin?”
http://www.mines.edu/academic/lais/wc/wac-FAQ.html
"Isn’t teaching writing the job of the high schools and first-year composition courses?
Why is this being pushed over on us?”
"These students today! I tell ya, they just can't write! Where do I begin?”
http://www.mines.edu/academic/lais/wc/wac-FAQ.html
Professor Julianne Newmark“Writing Across Communities: Community Safety and
Health”
Welcome to English 111. Our course will be designed around various concepts of “community” – this can mean the community from which you come,
the community to which you aspire to belong professionally, or the community of which you are currently a member, the university community. We
will be “Writing Across Communities” in our course this semester, and I will ask you to draw upon the writing experiences you have had already to help you to enter new community discussions. One of the most important communities we will discuss this term will be the community of our
classroom. We will examine the ways in which our community of students engages with itself and
with the outside world, at various removes. How do you all – as students – interact with the larger university and its various academic
departments, with the city of Socorro, with New Mexico as a state, with our nation, and with our
world? We will bring all of these various communities into conversation through the texts that you read and, more importantly, that you
create this semester. How do we express community through writing? How do we create
community through writing?
Professor Julianne Newmark“Writing Across Communities: Community Safety and
Health”
Welcome to English 111. Our course will be designed around various concepts of “community” – this can mean the community from which you come,
the community to which you aspire to belong professionally, or the community of which you are currently a member, the university community. We
will be “Writing Across Communities” in our course this semester, and I will ask you to draw upon the writing experiences you have had already to help you to enter new community discussions. One of the most important communities we will discuss this term will be the community of our
classroom. We will examine the ways in which our community of students engages with itself and
with the outside world, at various removes. How do you all – as students – interact with the larger university and its various academic
departments, with the city of Socorro, with New Mexico as a state, with our nation, and with our
world? We will bring all of these various communities into conversation through the texts that you read and, more importantly, that you
create this semester. How do we express community through writing? How do we create
community through writing?
Key community-building aspects of my course:
• Group discussion
• Non-graded expository exercises
• Peer review exercises
• Writing in various genres
Key community-building aspects of my course:
• Group discussion
• Non-graded expository exercises
• Peer review exercises
• Writing in various genres
Group Scaffolding Exercise,as used by a Colorado School
of Mines Senior-level Geophysics course.
Group Scaffolding Exercise,as used by a Colorado School
of Mines Senior-level Geophysics course.
Like a scaffold, each part of this project builds upon the
previous part. Some professors might incorporate this scaffolding scheme over
the course of an entire semester. I chose to utilize this model over five weeks.
Like a scaffold, each part of this project builds upon the
previous part. Some professors might incorporate this scaffolding scheme over
the course of an entire semester. I chose to utilize this model over five weeks.
Four-part project:
1. Problem Definition
2. Audience Analysis
3. Solutions Report
4. Final Problem Solving Report
Four-part project:
1. Problem Definition
2. Audience Analysis
3. Solutions Report
4. Final Problem Solving Report
With creative and innovative assignments, a WAC model of involving writing across
disciplinary communities and in individual courses allows
writing to “complement--rather than hinder--course goals,” as the Campus Writing Program at
CSM succinctly states.
With creative and innovative assignments, a WAC model of involving writing across
disciplinary communities and in individual courses allows
writing to “complement--rather than hinder--course goals,” as the Campus Writing Program at
CSM succinctly states.
WAC at UNM is dedicated to “bridging boundaries” and
enabling students to communicate across and from various kinds of communities
through writing.
Within your disciplinary community, how might you
incorporate writing in your classroom?
WAC at UNM is dedicated to “bridging boundaries” and
enabling students to communicate across and from various kinds of communities
through writing.
Within your disciplinary community, how might you
incorporate writing in your classroom?
Consider these questions:
1. How do you -- or do you -- use writing in your class?
2. How could you apply some of the tenets of the WAC
philosophy (as demonstrated by my class’s scaffolding
exercise) to your class?
3. What benefits can you envision from applying WAC to your class? What challenges
do you envision?
Consider these questions:
1. How do you -- or do you -- use writing in your class?
2. How could you apply some of the tenets of the WAC
philosophy (as demonstrated by my class’s scaffolding
exercise) to your class?
3. What benefits can you envision from applying WAC to your class? What challenges
do you envision?