I had the WAC team read two articles by Michael Carter. The first is an article describing the assessment process Carter oversees at North Carolina State University, “A Process for Establishing Outcomes-Based Assessment Plans for Writing and Speaking in the Disciplines,” Language and Learning Across the Disciplines 6 (2003): 4-29 [available online]. The second is a Richard Braddock award winning essay, “Ways of Knowing, Doing, and Writing in the Disciplines,” College Composition and Communication 58 (2007): 385-418.

How might Carter’s articles inform how we talk to instructors and faculty across the curriculum over all? How might they inform how 367 classes are assessed? How well would the model Carter outlines work at Ohio State?

The WAC staff read two articles on workshop development. The first was the first chapter of Jeff Brooks-Harris and Susan Stock Ward’s book Workshops: Designing and Facilitating Experiential Learning (1999). The second was a foundational article on Writing Across the Curriculum workshops by Toby Fulwiler, “Showing, not Telling, at a Writing Workshop, ” College English 43 (1981): 55-63.

I’ve asked WAC team members to respond to the articles below: How have these articles shaped your thinking as you are preparing your first workshops?

The other book we’re framing our research with this year is Stephen Fishman and Lucille McCarthy’s Unplayed Tapes: A Personal History of Collaborative Teacher Research (NCTE, 2000). (more…)

The WAC staff is going to begin writing about the WAC research that informs the work we do, particularly as it is informing the research we’re beginning at Ohio State.

We’re beginning with Chris Thaiss and Terry Myers Zawacki’s recent book Engaged Writers and Dynamic Disciplines: Research on the Academic Writing Life (Boynton/Cook, 2006).
(more…)

In our final week of the reading group, we are completing Bean’s book, chapters 13-15.

Consider the following questions as you finish the book: