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by Roy Andrews (Editor), Giuliana Caranante (Editor)
THE WAC JOURNAL is a national peer-reviewed journal on writing across the curriculum. Published by Clemson University, Parlor Press, and the WAC Clearinghouse, THE WAC JOURNAL is an annual collection of articles by educators about their WAC ideas and WAC experiences. It is a journal of practical ideas and pertinent theory.
CONTENTS of VOLUME 27 (2016): ARTICLES: Jill Gladstein: A Data-Driven Researcher by Carol Rutz Engaging the Skeptics: Threshold Concepts, Metadisciplinary Writing, and the Aspirations of General Education by Christopher Basgier Quantitative Genre Analysis of Undergraduate Theses: Uncovering Different Ways of Writing and Thinking in Science Disciplines by Jason E. Dowd, Robert J. Thompson, Jr., and Julie A. Reynolds Investigating the Ontology of WAC/WID Relationships: A Gender-Based Analysis of Cross-Disciplinary Collaboration among Faculty by Sandra L. Tarabochia Inviting Students to Determine for Themselves What It Means to Write Across the Disciplines by Brian Hendrickson and Genevieve Garcia de Mueller Stories and Explanations in the Introductory Calculus Classroom: A Study of WTL as a Teaching and Learning Intervention by Sue Doe, Mary E. Pilgrim, and Jessica Gehrtz Of Evolutions and Mutations: Assessment as Tactics for Action in WAC Partnerships by Fernando Sánchez and Daniel Kenzie Community College STEM Faculty Views on the Value of Writing Assignments by Kostas D. Stroumbakis, Namjong Moh, and Dimitrios Kokkinos REVIEWS: Toward a New Rhetoric of Difference, reviewed by Travis Grandy Working with Faculty Writers, reviewed by Mary Hedengren Contributors
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by Roy Andrews (Editor), Giuliana Caranante (Editor)
THE WAC JOURNAL is a national peer-reviewed journal on writing across the curriculum. Published by Clemson University, Parlor Press, and the WAC Clearinghouse, THE WAC JOURNAL is an annual collection of articles by educators about their WAC ideas and WAC experiences. It is a journal of practical ideas and pertinent theory.
CONTENTS of VOLUME 27 (2016): ARTICLES: Jill Gladstein: A Data-Driven Researcher by Carol Rutz Engaging the Skeptics: Threshold Concepts, Metadisciplinary Writing, and the Aspirations of General Education by Christopher Basgier Quantitative Genre Analysis of Undergraduate Theses: Uncovering Different Ways of Writing and Thinking in Science Disciplines by Jason E. Dowd, Robert J. Thompson, Jr., and Julie A. Reynolds Investigating the Ontology of WAC/WID Relationships: A Gender-Based Analysis of Cross-Disciplinary Collaboration among Faculty by Sandra L. Tarabochia Inviting Students to Determine for Themselves What It Means to Write Across the Disciplines by Brian Hendrickson and Genevieve Garcia de Mueller Stories and Explanations in the Introductory Calculus Classroom: A Study of WTL as a Teaching and Learning Intervention by Sue Doe, Mary E. Pilgrim, and Jessica Gehrtz Of Evolutions and Mutations: Assessment as Tactics for Action in WAC Partnerships by Fernando Sánchez and Daniel Kenzie Community College STEM Faculty Views on the Value of Writing Assignments by Kostas D. Stroumbakis, Namjong Moh, and Dimitrios Kokkinos REVIEWS: Toward a New Rhetoric of Difference, reviewed by Travis Grandy Working with Faculty Writers, reviewed by Mary Hedengren Contributors
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