WAC Partnerships Between Secondary and Postsecondary Institutions

Description

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.

Sujets

• Disciplines
• Language Arts
• Rhetoric

Informations

• Publié par: Parlor Press, LLC
• Date de parution: 22 mars 2016
• Nombre de lectures: 0
• EAN13: 9781602358102
• Langue: English
• Poids de l'ouvrage: 2 Mo

Extrait

WAC PARTNERSHIPS BETWEEN SECONDARY AND POSTSECONDARY INSTITUTIONS
Edited by Jacob S. Blumner and Pamela B. Childers
The WAC Clearinghouse
wac.colostate.edu
Fort Collins, Colorado
Parlor Press
www.parlorpress.com
Anderson, South Carolina


PERSPECTIVES ON WRITING
Series Editors, Susan H. McLeod and Rich Rice
The Perspectives on Writing series addresses writing studies in a broad sense. Consistent with the wide ranging approaches characteristic of teaching and scholarship in writing across the curriculum, the series presents works that take divergent perspectives on working as a writer, teaching writing, administering writing programs, and studying writing in its various forms.
The WAC Clearinghouse and Parlor Press are collaborating so that these books will be widely available through free digital distribution and low-cost print editions. The publishers and the Series editor are teachers and researchers of writing, committed to the principle that knowledge should freely circulate. We see the opportunities that new technologies have for further democratizing knowledge. And we see that to share the power of writing is to share the means for all to articulate their needs, interest, and learning into the great experiment of literacy.


Recent Books in the Series
Nathan Shepley, Placing the History of College Writing: Stories from the Incomplete Archive (2015)
Asao B. Inoue, Antiracist Writing Assessment Ecologies: An Approach to Teaching and Assessing Writing for a Socially Just Future (2015)
Theresa Lillis, Kathy Harrington, Mary R. Lea, and Sally Mitchell (Eds.), Working with Academic Literacies: Case Studies Towards Transformative Practice (2015)
Beth L. Hewett and Kevin Eric DePew (Eds.), Foundational Practices of Online Writing Instruction (2015)
Christy I. Wenger, Yoga Minds, Writing Bodies: Contemplative Writing Pedagogy (2015)
Sarah Allen, Beyond Argument: Essaying as a Practice of (Ex)Change (2015)
Steven J. Corbett, Beyond Dichotomy: Synergizing Writing Center and Classroom Pedagogies (2015)
Tara Roeder and Roseanne Gatto (Eds.), Critical Expressivism: Theory and Practice in the Composition Classroom (2014)
Terry Myers Zawacki and Michelle Cox (Eds), WAC and Second-Language Writers: Research Towards Linguistically and Culturally Inclusive Programs and Practices , (2014)


Publication Information
The WAC Clearinghouse, Fort Collins, Colorado 80523
Parlor Press, 3015 Brackenberry Drive, Anderson, South Carolina 29621
© 2016 by Jacob S. Blumner and Pamela B. Childers. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International.
ISBN 978-1-64215-073-5 (pdf) | 978-1-64215-074-2 (epub) | 978-1-60235-807-2 (pbk.)
DOI 10.37514/PER-B.2015.0735
Produced in the United States of America
Library of Congress Cataloging-in-Publication Data
Names: Blumner, Jacob S., 1968- editor. | Childers, Pamela B., 1943- editor.
Title: WAC partnerships between secondary and postsecondary institutions /
edited by Jacob S. Blumner and Pamela B. Childers.
Description: Fort Collins, Colorado : WAC Clearinghouse ; Anderson, South Carolina : Parlor Press, [2016] | Series: Perspectives on writing | Includes bibliographical references.
Identifiers: LCCN 2016001106 (print) | LCCN 2016007275 (ebook) | ISBN 978-1-64215-073-5 (pdf) | ISBN 978-1-64215-074-2 (epub) | ISBN 978-1-60235-807-2 (pbk. : alk. paper) | ISBN 978-1-60235-808-9 (hardcover : alk. paper) | ISBN 978-1-60235-811-9 ( iBook) | ISBN 978-1-60235-812-6 (mobi)
Subjects: LCSH: English language--Composition and exercises--Study and teaching (Secondary) | Interdisciplinary approach in education. |College-school cooperation.
Classification: LCC LB1631 .W2 2016 (print) | LCC LB1631 (ebook) | DDC 808/.0420712--dc23
LC record available at https://lccn.loc.gov/2016001106
Copyeditor: Don Donahue
Designer: Mike Palmquist
Series Editors: Susan H. McLeod and Rich Rice
Cover Image: “Serenade in a Kansas Wind,” Wax Pencil Drawing by Malcolm Graeme Childers. Copyright © 1998 by Malcolm Childers. Used with permission.
Poem: “Serenade in a Kansas Wind,” page 3, ©1998 Malcolm Graeme Childers.
The WAC Clearinghouse supports teachers of writing across the disciplines. Hosted by Colorado State University, it brings together scholarly journals and book series as well as resources for teachers who use writing in their courses. This book is available in digital format for free download at wac.colostate.edu.
Parlor Press, LLC is an independent publisher of scholarly and trade titles in print and multimedia formats. This book is available in print and digital formats from Parlor Press at www.parlorpress.com. For submission information or to find out about Parlor Press publications, write to Parlor Press, 3015 Brackenberry Drive, Anderson, South Carolina 29621, or email [e-mail].


Contents
Foreword
Art Young
Acknowledgments
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 Collaboration—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
Contributors


Foreword
Art Young
Clemson University
Since the 1970s, Writing Across the Curriculum (WAC) has been an educational movement devoted to students of all ages learning disciplinary content as they simultaneously develop their language abilities. Elementary schools, secondary schools, and colleges all experimented with a variety of approaches to WAC, and since the 1980s, WAC has been a significant presence in American education at all levels as teachers seek to make connections between students’ writing and their learning of subject matter—within the broader framework of increasing students’ critical-thinking, problem-solving, and creative abilities. A motivated and engaged writer and learner is a successful student no matter the disciplinary knowledge being learned.
A major premise of WAC is that subject-matter teachers and writing teachers should work together “across disciplines” to make WAC approaches to disciplinary writing and learning more effective and meaningful. Whether in physics classes or in writing classes, when teachers work in isolation the result often is a rote-learning approach rather than an active-learning approach. WAC, on the other hand, demonstrates that partnering with other teachers will improve student learning and communication abilities.
WAC Partnerships between Secondary and Post-Secondary Institutions builds on traditional approaches to WAC based on the collaboration of teachers from different disciplines, collaborations often initiated by an interdisciplinary faculty workshop—what one of the authors in this collection refers to as “the quintessential WAC experience.” But this book goes further and proposes that teachers and institutions partner not only across disciplines in their schools and colleges, but also across educational levels and with other community organizations—locally, regionally, nationally, and even internationally. Two of the chapters are by teacher-researchers in Argentina and in Germany. The editors and authors in WAC Partnerships envision exciting possibilities for teachers, students, and institutions that embrace WAC, an educational movement begun over 45 years ago, but now in the twenty-first century more than ever full of opportunities and possibilities.
My involvement with WAC began in the 1970s and early 1980s, exciting times for educational initiatives. My colleagues and I at Michigan Technological University developed interdisciplinary workshops and cross-disciplinary projects in which teachers at opposite ends of the campus came together to develop strategies for improving students’ writing abilities and subject-matter knowledge through a variety of teacher-to-teacher projects and department-to-department projects. We conducted workshops in local elementary and secondary schools, and we partnered on workshops with institutions in other states. We started a writing center with tutors who