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Situated Writing Lessons: Putting Writing Advice in Disciplinary Context

In the Grip of an Older Theory: When Writing-Intensive Faculty Are Over-Prescriptive

Even the most brilliant of college teachers can absorb only so much writing theory in a two- or three-day writing-in-the-disciplines workshop. The faculty who register for our writing workshops are typically committed to good teaching and believe in the importance of good writing, but they might maintain a polite skepticism about or impatience with current writing theory.

A Brief History of DMAC (Digital Media and Composition Institute): An Interview with Cindy Selfe and Scott DeWitt

The Digital Media and Composition Institute at The Ohio State University, founded by Cynthia L. Selfe and Scott L. DeWitt in 2006, is a two-week summer institute co-hosted by OSU’s English Department and Digital Media Project.

WAC Revisited: You Get What You Pay For

In 1982, I wrote an article for the second issue of The Writing Instructor, "Approaches to Comprehensive Writing: Integrating Writing into the College Curriculum," reviewing the early stages of the modern Writing Across the Curriculum (WAC) / Writing in the Disciplines (WID) movement.

Notes of a Humbled WPA: Dialogue with High School Colleagues

Introduction

In the 1970s, as I completed my undergraduate degree in English education at Simmons College in Boston, Massachusetts, I worked at Copley Square High School as a student teacher. One of my practice teaching classes, under the guidance of senior teacher Steve Gordon, was the college preparatory writing course for seniors. I had already worked in the Northeastern University Writing Center as an undergraduate tutor, and had colleagues teaching first-year composition there.

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