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ERIC Number: ED358468
Record Type: Non-Journal
Publication Date: 1993-Apr
Pages: 13
Abstractor: N/A
Reference Count: N/A
Disciplining the Disciplines: The Paradox of Writing across the Curriculum Claims.
Farris, Christine
Writing across the curriculum (WAC) will forever be caught in the following paradox: the rise of the research university has allowed for specialization that generates writing embedded in differentiated knowledge communities. However a WAC program may characterize the overarching importance of writing, its conception can never be the same as that of a disciplinary insider's. Dialogue among faculty can help set up a WAC program, but dialogue does not always result in critical transformation of pedagogy and curriculum. At universities that have WAC programs, there are usually some faculty who are already doing a good job of initiating students into their disciplines while at the same time inviting critique and revision of the very terms of analysis at that discipline's core. However, institutional constraints do play a part in what WAC can and cannot do: to incorporate writing could mean retooling not just the courses but the entire power structure and value system of the university. The accumulation of local knowledge from disciplines and a willingness to be changed by it as much as educators attempt to change it is WAC's greatest strength and WAC's future. Now that WAC programs are building up an accumulation of knowledge of their own, what they know is something to be reckoned with--an intersection of rhetoric, pedagogy, and a growing awareness of how disciplines communicate what they know. (RS)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A