Conditions of Use
The text begins with a chapter that introduces the reader to Writing Across the Curriculum in which the authors state that the purpose of the book is to "promote models of collaborative partnerships across the curriculum and across... read more
The text begins with a chapter that introduces the reader to Writing Across the Curriculum in which the authors state that the purpose of the book is to "promote models of collaborative partnerships across the curriculum and across schools/colleges, so other institutions can design their own programs or create new innovative ones," a purpose upon which they deliver. The text does not provide an index or glossary; however, I never felt the need to access one as I was reading.
Drawing on the experiences of a range of authors and practitioners of WAC partnerships--educators in both high school and higher ed, high school peer tutors--from Argentina, Germany, and the United States, the text provides a variety of perspectives. What is more, the authors intentionally highlight both successful and less than successful WAC partnerships. In particular, the chapter by Beaumont and colleagues and that by Hansen and colleagues detail very different experiences with WAC partnerships, yet both reached similar conclusions: that shared beliefs and values allow partnerships to thrive.
The text was published in 2016, although many of the partnerships detailed therein took place earlier in the last decade. Whereas the content does not feel out-of-date, it does not reflect the ways in which WAC partnerships might make use of newer technologies such as video conferencing platforms.
Overall, the clarity of the text is high. To support clarity as well as transferability to other contexts, several chapter authors provided artifacts of their WAC partnerships such as rubrics, assignment descriptions, and guides for writing center conversations.
The chapters within the book feel consistent--particularly with respect to the ways in which they provide concrete examples that the reader could transfer to their own practice--with the exception of the chapter by Navarro and Chion. While well-written, the chapter lacks concrete examples and thick descriptions, impeding the transferability of the authors' findings.
The text is subdivided into separate chapters, each with its own set of authors. Whereas each chapter could stand alone, the authors also often reference other chapters within the text, supporting cohesiveness and continuity.
The text is bookended by chapters that provide a zoomed-out view of WAC partnerships. Inside this frame, each chapter zooms in on a particular partnership. Some authors make explicit connections to other chapters with the text. In some cases, vastly different experiences yielded similar results. Such throughlines support the reader in making connections across chapters and WAC partnerships.
I read the text as a PDF and experienced no interface issues.
I did not notice any grammatical errors.
WAC partnerships in different countries (i.e., Argentina, Germany, the United States) are described; however, the broader cultural contexts of the programs within these countries are not explicitly addressed.
As a teacher educator who is frequently exploring ways to facilitate engagement that spans the boundaries between K-12 schools and higher education, I encountered many ideas in this text that I hope to explore in my own practice and share with my school partners.
Table of Contents
- Front Matter
- Serenade in a Kansas Wind, Malcolm Childers
- Chapter 1: Introduction to WAC and Partnerships That Cross Academic Levels and Disciplines, Jacob S. Blumner and Pamela B. Childers
- Chapter 2: Talking about Writing Across the Secondary and College Community, Michelle Cox and Phyllis Gimbel
- Chapter 3: Newton's Third Law Revisited: Action Reaction Pairs in Collaboration, Michael J. Lowry
- Chapter 4: Shaping Disciplinary Discourses in High School: A Two-Way Collaborative Writing Program, Federico Navarro and Andrea Revel Chion
- Chapter 5: Collaborating on Writing-to-Learn in Ninth-Grade Science: What Is Collaborationâ€”and How Can We Sustain It?, Danielle Myelle-Watson, Deb Spears, David Wellen, Michael McClellan, and Brad Peters
- Chapter 6: In Our Own Backyard: What Makes a Community College-Secondary School Connection Work?, Mary McMullen-Light
- Chapter 7: Negotiating Expectations: Overcoming Obstacles Introducing WAC through Collaboration between a German University Writing Center and German High Schools, Luise Beaumont, Mandy Pydde, and Simone Tschirpke
- Chapter 8: "So Much More Than Just an 'A'": A Transformative High School and University Writing Center Partnership, Marie Hansen, Debra Hartley, Kirsten Jamsen, Katie Levin, and Kristen Nichols-Besel
- Chapter 9: "Oh, I Get By with a Little Help from My Friends": Short-Term Writing Center/Community Collaborations, Trixie G. Smith
- Chapter 10: What We Have Learned about WAC Partnerships and Their Futures, Jacob S. Blumner and Pamela B. Childers
About the Book
Working with educators at all academic levels involved in WAC partnerships, the authors and editors of this collection demonstrate successful models of collaboration between schools and institutions so others can emulate and promote this type of collaboration. The chapters in this collection describe and reflect on collaborative partnerships among middle schools, high schools, colleges, and universities that are designed to prepare students for the kinds of work and civic engagement required to succeed in and contribute to society. The WAC partnerships celebrated in this collection include frameworks to build connectivity between institutions while addressing Common Core State Standards, academic and non-academic collaborations around science education, WAC partnerships in Argentina and Germany, and both long- and short-term collaborations.
About the Contributors
Jacob S. Blumner, Director of the Marian E. Wright Writing Center and Associate Professor of English at the University of Michigan-Flint. He has co-edited two books, and his work has appeared in The WAC Journal, Across the Disciplines, and Praxis: A Writing Center Journal.
Pamela B. Childers, Caldwell Chair of Composition Emerita at McCallie School and Executive Editor of The Clearing House. She has written numerous articles and chapters on WAC. Her books include The High School Writing Center, Programs and Practices: Writing Across the Secondary School (with Anne Ruggles Gere and Art Young) and ARTiculating: Teaching Writing in a Visual World (with Eric H. Hobson, and Joan A. Mullin).