Writing-Across-the-Curriculum and the Academic Library: A Guide for Librarians, Instructors, and Writing Program Directors

Overview

Writing-Across-the-Curriculum is a popular and effective means of teaching writing to undergraduates and preparing them to write in specific academic disciplines. It assumes that the ultimate responsibility for teaching this writing resides with faculty in the disciplines. This professional reference provides practical information to librarians who wish to know more about Writing-Across-the-Curriculum and to instructors in writing-intensive courses who wish to know more about ...

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Overview

Writing-Across-the-Curriculum is a popular and effective means of teaching writing to undergraduates and preparing them to write in specific academic disciplines. It assumes that the ultimate responsibility for teaching this writing resides with faculty in the disciplines. This professional reference provides practical information to librarians who wish to know more about Writing-Across-the-Curriculum and to instructors in writing-intensive courses who wish to know more about using library resources.

The first part of the book defines Writing-Across-the- Curriculum and places the movement within the larger context of composition theory. In the second part, the research process and process writing are described and compared, and specific assignments are suggested. Included is a chapter presenting a model for a writing-intensive course taught by a librarian. The third part advises instructors on how to use the library effectively in teaching, and advises librarians on how to reform library instruction. The fourth part contains case studies of effective collaborations between librarians, instructors, and writing programs.

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Editorial Reviews

Booknews
Comprises nine essays concerning WAC (writing-across-the- curriculum), a pedagogic reform which aims to shift the full burden of writing instruction away from composition classes, where it has traditionally resided, and return the charge to the disciplines or content areas. Sections cover various perspectives on style concerning WAC; research skills, process writing, and library-based writing courses; what WAC instructors and librarians can learn from one another; and case studies. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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Product Details

  • ISBN-13: 9780313291340
  • Publisher: ABC-CLIO, Incorporated
  • Publication date: 12/30/1995
  • Pages: 262
  • Product dimensions: 6.14 (w) x 9.21 (h) x 0.63 (d)

Meet the Author

JEAN SHERIDAN is Associate Professor and Reference Bibliographer in the Social Sciences at the University of Rhode Island Library.

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Table of Contents

Foreword
Acknowledgments
Introduction
Pt. I Writing-Across-the-Curriculum: Three Perspectives in Three Styles 1
1 An Overview and Some Observations 3
2 Talking the Discourse: Composition Theory 23
3 Connected Communities: Encouraging Dialogue Between Composition and Bibliographic Instruction 33
Pt. II Writing-Across-the-Curriculum: Making the Library Connection 53
4 Research Skills Across the Curriculum: Connections with Writing-Across-the-Curriculum 55
5 Making the Library Connection with Process Writing 71
6 Making the Connection in the Classroom: A Model for a Library-Based Writing Course 95
Pt. III Writing-Across-the-Curriculum: Happy Endings 103
7 What Writing-Across-the-Curriculum Instructors Can Learn from Librarians 105
8 What Bibliographic Instruction Librarians Can Learn from Writing-Across-the-Curriculum Instructors 113
9 Happy Endings: Creating Collaborative Relationships 121
Pt. IV Writing-Across-the-Curriculum: Real Life Collaborations (Case Studies) 127
Afterword 205
Appendixes 209
Selected Bibliography 221
Index 233
About the Editor and Contributors 239
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