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ERIC Number: ED313717
Record Type: Non-Journal
Publication Date: 1989-Nov-3
Pages: 7
Abstractor: N/A
Reference Count: N/A
WAC: A Point of Departure to Full Literacy.
Flanigan, Michael C.
The problem with various versions of Writing across the Curriculum (WAC) that have emerged since the turn of the century is that they are not self sustaining--they seemed unable to overcome the destructive forces of departmentalization and the entrenched attitudes in the university both toward writing and toward interdepartmental programs. If WAC in some form is to survive, its advocates must look for allies within their institutions, and they must increase their research output on WAC. At the University of Oklahoma, for example, writing across the curriculum--along with collaborative learning, critical reading, critical thinking and other activities that contribute to literacy--are a required part of the workshops run for all new teaching assistants on campus. All new faculty attend a series of luncheon workshops throughout the first semester that deal with writing to learn, critical reading, and collaboration. A small group of faculty has been meeting to form a center on improving teaching and learning across campus, staffed with people from a variety of disciplines. These faculty members believe a center of learning and teaching that is interdisciplinary can insure the life of better teaching practices on campus. But such a belief in WAC is only a beginning, a point of departure to a larger kind of literacy. WAC's possibility of survival will have an even better chance if long-range systematic research is begun to find out just what happens when people use writing to learn in other disciplines. (RS)
Publication Type: Speeches/Meeting Papers; Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A