LEADER 03834nam 2200649 a 450 001 9910810211603321 005 20240416224612.0 010 $a1-4106-0972-3 035 $a(CKB)111087027891130 035 $a(EBL)335496 035 $a(OCoLC)476147735 035 $a(SSID)ssj0000136764 035 $a(PQKBManifestationID)11152571 035 $a(PQKBTitleCode)TC0000136764 035 $a(PQKBWorkID)10084262 035 $a(PQKB)10798715 035 $a(MiAaPQ)EBC335496 035 $a(Au-PeEL)EBL335496 035 $a(CaPaEBR)ebr10227404 035 $a(CaONFJC)MIL610045 035 $a(EXLCZ)99111087027891130 100 $a20030506d2004 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDemythologizing language difference in the academy $eestablishing discipline-based writing programs /$fMark Waldo 205 $a1st ed. 210 $aMahwah, N.J. $cLawrence Erlbaum Associates$d2004 215 $a1 online resource (223 p.) 300 $aDescription based upon print version of record. 311 $a0-8058-4736-7 311 $a0-8058-4735-9 320 $aIncludes bibliographical references (p. 197-201) and index. 327 $aBook Cover; Title; Copyright; Contents; Preface; Introduction: How Universities Are Towers of Babel and How They Are Not; 1 First-Year English, Graduate Programs in Composition Studies, and Writing Across the Curriculum: In the Tower Wobbling; 2 Saving Wordsworth's Poet; 3 Wordsworth's Poet Conducts WAC Workshops, or the Influence of Writing to Learn on the Cross-Curricular Writing Enterprise; 4 WAC Administration Reduced to English-Only, Writing-Intensive, or Discipline-Based Models; 5 Still the Last Best Place for Writing Across the Curriculum: The Writing Center 327 $a6 Workshops for Designing Assignments and Grading Writing Across the Curriculum: A Difference-Based Approach7 Assessing Student Writing Within the Disciplines; 8 Specialization, Stewardship, and WAC: An Essential Partnership; Appendix A; Appendix B: Why Is It Important to Advance Critical Thinking Skills?; Appendix C: Toward Identifying Critical Thinking; Appendix D; Appendix E: Sample Assignments; Appendix F: Samples of Student Physics Papers; Appendix G: Writing Center Phone Survey; Appendix H: Visitor Response Sheet UNR Writing Center; References; Author Index; Subject Index 330 $aIn this volume, Mark Waldo argues that writing across the curriculum (WAC) programs should be housed in writing centers and explains an innovative approach to enhancing their effectiveness: focus WAC on the writing agendas of the disciplines. He asserts that WAC operation should reflect an academy characterized by multiple language communities--each with contextualized values, purposes, and forms for writing, and no single community's values superior to another's. Starting off with an examination of the core issue, that WAC should be promoting learning to write in the disciplines inste 606 $aEnglish language$xRhetoric$xStudy and teaching 606 $aAcademic writing$xStudy and teaching (Higher) 606 $aInterdisciplinary approach in education 606 $aLearning and scholarship$vTerminology 606 $aLanguage and education 615 0$aEnglish language$xRhetoric$xStudy and teaching. 615 0$aAcademic writing$xStudy and teaching (Higher) 615 0$aInterdisciplinary approach in education. 615 0$aLearning and scholarship 615 0$aLanguage and education. 676 $a808/.042/0711 700 $aWaldo$b Mark L$01653294 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910810211603321 996 $aDemythologizing language difference in the academy$94004527 997 $aUNINA