The Canisius Project: From Field-Work To Classroom    

In the Canisius Project for Writing Across the Curriculum, we have studied the writing worlds of business, social services, science and technology, and 'public life' (the media, public relations, law, fund raising, and the like). For all these fields, our research has followed the same basic pattern. We begin with an initial interview, using a questionnaire which asks about the range of tasks, the problems, the methods, and the significance of the person's work world writing. Then we collect a portfolio of the person's writings. As an ideal, we request at least one sample of each kind of writing, with several samples of the most frequent and important kinds. After studying the portfolio, we return for a taped interview which focuses on specific features of selected pieces of writing. At the end of each research sequence, we hold a workshop which brings together researchers, faculty from the relevant departments, and as many as possible of our work world writers. Near the end of the workshop, the group defines some of the goals and methods most important for an upper level writing course which is to be aimed at, but not restricted to, business majors, or social science majors, or science majors, or humanities majors. (The groups of majors correspond to our research sequences: business, social services, science and technology, and, for want of a better term, public life.)

Schroeder, Melvin W. and Kenneth M. Sroka. JAC (1981). Articles>Education>Writing Across the Curriculum

WAC Meets TAC: WebCT Bulletin Boards as a Writing to Learn Technique  

Fall of 2000 seemed like the right time to introduce more technology into my undergraduate course Applied Child Development. Several forces came together to lead me to this decision. NCATE had encouraged teacher preparation courses to make more use of technology. The friendly folks at Information Technology Services were offering summer workshops on introducing WebCT into classes. The Computer Advisory Board (CAB) or the Technology Across the Curriculum (TAC) group—I’ve forgotten which, and I’m not sure I know the difference—was offering bribes, I mean honoraria, to people to make such innovations. And I was recovering from the experience of trying to teach the quietest group of students I’d ever encountered in one classroom, a group I had come to affectionately refer to as 'mime school.'

Miller, Robert S. WAC Journal, The (2002). Articles>Education>Writing Across the Curriculum>Online

Writing Across the Curriculum in International Contexts: An Introduction    

As is the case with the first-year composition class, we tend to think of WAC programs as an exclusively U.S. phenomenon, or at least a North American phenomenon.

McLeod, Susan H. LLAD (2001). Articles>Education>Writing Across the Curriculum>International

Writing To Learn To Do: WAC, WAW, WAW, Wow!  

I've heard lots of reasons offered for the surprising success of WAC over the last 27 years. But you know, the I think it's the acronym. WAC. Have you ever had colleagues good naturedly kid about the acronym. 'This is WACy!' There is something a little crazy about this whole thing.

Russell, David R. LLAD (1994). Articles>Education>Writing Across the Curriculum