Writing across the curriculum (WAC) activities and assignments have typically been characterized as fitting into one of two categories: writing to learn (WTL) or writing in the disciplines (WID, sometimes referred to as "writing to communicate"). This article suggests that WTL and WID ar...
Moreover, students continually practiceA CimochowskiRoutledge Companion to English Studies
This annotated bibliography is the first to trace the history of the Writing Across the Curriculum Movement (WAC) and to assess the state of scholarship and pedagogy on the subject today. Professors Anson, Schwiebert, and Williamson carefully describe 1067 important sources taken from bibliographies,...
State CollegesState SurveysWriting InstructionCompares English and American writing across the curriculum programs. Describes a survey of two- and four-year colleges in New Jersey to identify programs bringing cross-disciplinary faculty groups together to discuss student writing performance and ...
6: Introduction to Writing across the CurriculumDisciplines and Discourse Communities Reading, Writing, and Researching in General Education Courses Examples of General Education Mission Statements Differences between the First-Year Writing Course and Writing in General Education Courses Reading, Writing, and...
网络跨学科写作 网络释义 1. 跨学科写作 ...FT”写作教学模式是近年由美国学者开发出来的一种“跨学科写作”(writing-across-the-curriculum)教学模式,在美国中小学教 … blog.sina.com.cn|基于3个网页
Writing Across the Curriculum 2024 pdf epub mobi 电子书 图书描述 This annotated bibliography is the first to trace the history of the Writing Across the Curriculum Movement (WAC) and to assess the state of scholarship and pedagogy on the subject today. Professors Anson, Schwiebert, and Williamson...
TextbooksReviews eight reading-across-the-curriculum textbooks, showing that four treat academic discourse only in its generic form, while four go beyond that level to look at the audience, purpose, and genre specific to particular disciplines. (RBW)doi:10.1080/07350198509359094...
found that, on average, the students showed a rather low level of cognitive knowledge construction activities in the journal entries; at the same time, the amount of actually realized knowledge construction strongly correlated with learning outcomes as measured by a test at the end of the term. ...