Writing in the Disciplines

Now, onto the sister pedagogy to Writing across the Curriculum, Writing in the Disciplines.

In many ways these two pedagogies complement each other, and the terminology (WAC and WID) is used somewhat interchangeably. That said, there are some key differences as well. WAC implies that there are multiple teachers across many fields working together to instruct students and increasing their writing skills as a whole and within a particular discipline; WID is more concerned with the distinct disciplines themselves, how they communicate, and what genres of writing works best within a particular discipline. However, it is more concerned with disciplinary knowledge, as evoked in the name, and uses Writing to Communicate as its main pedagogical approach. Remember, though, that these approaches are complementary, not antagonistic.

Writing to Communicate emphasizes just that--communicating content to an audience outside of the self and for a formal purpose. Part of the pedagogy involves receiving and applying feedback, especially peers and experts in the discipline, and using that feedback to improve upon the writing itself. It is all about learning the methods of communication within a discipline and applying them--through analyzing published documents as well as working documents within the discipline. As is also represented in the name of the pedagogy, communication is key; social interaction defines this pedagogy, both within the classroom and in how to teach students how to write, for example, a history paper, a case study, a critical theatrical review, etc. Using this pedagogy requires instructors to talk to each other about how to teach writing and content; it also requires discussions about who is best suited to teach how to write these particular examples and, sometimes, it might not be the composition teacher.

This does not mean composition teachers cannot offer their expertise, serve as team teachers who help students structure their writing, or any additional roles. It just means that, perhaps, there is a need to rethink our approaches and purposes. It's a little scary, though, in the end. More on this later.

So what do you think about these approaches? Are they feasible? Or just a bunch of pipe dreams? Comment below!

Introduction to WAC (Writing Across the Curriculum)

Here I'd like to discuss what exactly WAC is and involves, to give us a basis for what will follow: putting the pedagogy into practical classroom use.

At its core, WAC is centered around learning the particular content of a discipline and, in so doing, teaching students the language and communication strategies of said discipline, hopefully via the usage of writing. WAC revolves around the Writing to Learn pedagogy, which involves the following:

• A plethora of writing assignments, mostly informal and ungraded, to help students express their progress and understanding of the content they have been exposed to
• Using writing as both a test and a tool for learning content
• Considers writing as unpolished work not meant for an outside audience--it is there to express what the writer is working through as a learner
• Sees the teacher as a facilitator and coach rather than a judge

As you can see here, this is a stern shift away from the way writing is treated in many classrooms, especially composition classrooms. In the comments below, I would like to see what concerns you, as a teacher, a student, or otherwise,would have with this particular style of teaching, especially viewed through your personal or professional experience.

Next up, the other side of this pedagogy: WID.

Some Questions to Consider

After some thought, I believe I'll take the next couple of posts to explore some questions the WAC and WID present, the basics of the pedagogy, and some problems it faces overall within the university academic and political climate. After that, I'll go back to looking at how we can expand the conversation before dipping into some practical applications. Expect at least one post a day for the next two weeks--barring any major kerfuffles or other life interferences.

There are five basic questions these pedagogies want us to consider, all of which have to do with how instructors--and not just writing instructors--prepare our students both for their post-secondary education and post-university careers. I'm going to present the questions here in a list. What I would like to see in the comments section is a conversation that attempts to answer these questions, and, perhaps, my later posts will cause you to come back to this one to add to the conversation. This is the appetizer to what WAC is--creating communication and conversation. On to the questions!


•What is the purpose of first year writing courses?
 
•What is the purpose of the writing instructor?
 
•How do instructors prepare students for the multiple discourses of the university?
 
•Can writing instructors prepare students for the multiple discourses of the university?
 
•How can universities become more interdisciplinary in their approach to the teaching of writing?


So, now, let's start talking! I look forward to seeing your answers!

Welcome!

Hello! My name is Nathaniel Fuller. I am a PhD student in English at Morgan State University, an historically black college and university (HBCU). I am currently working on a service learning project for my class, ENGL 610: Teaching College Composition and Research, and this blog will be part of that project. I plan to focus on aspects of Writing across the Curriculum (WAC) and Writing in the Disciplines (WID) pedagogy, introducing readers to research, articles, major authors in the field, musings, and applications of this politically--especially in academia--yet worthwhile method of teaching writing and content

Part of the reason I decided to present a blog is the fact that, right now, HBCUs seem resistant to using WAC and WID as compositional pedagogies. It is especially prevalent at my school, where we are in the process of retuning and refining our introductory writing courses. What better time is there to discuss a new approach? In addition, minority and urban institutions face particularly complicated issues when presenting new compositional pedagogies, as language is always political and individual, especially for our students who come from complex backgrounds.

These are the concerns and issues that I hope we can discuss, present, and hopefully apply in some shape or form in our classrooms and universities. I hope to see lots of people here and get some lively discussion about this pedagogy and its merits and problems. Don't be afraid to comment and be part of the conversation. As I always tell my students, what you think is important and I look forward to talking with a wide variety of people. I plan to have at least one post a week--more if I can manage it.

Next up, hopefully--looking at the angles of the conversation through some synthesis of sources.