Additional information
by Chris M. Anson (Editor)
This edited collection explores theoretical and practical applications of the Writing-Enriched Curriculum (WEC) approach, an innovative and sustainable alternative to writing across the curriculum and writing in the disciplines. The collection's purpose is to inform writing program administrators, teachers, scholars, and university officials about the model's potential to transform the way writing is used and supported across courses and curricula in higher education. To this end, contributors offer theoretically grounded accounts of WEC or WEC-like programs and localized research that demonstrate the model's impact and effectiveness within and across institutional contexts. The book has three sections: "The WEC Approach," which describes the theoretical and practical basis informing WEC programs; "Accounts of Departmentally-Focused Implementation," which considers specific campus initiatives to build WEC programs; and "Extensions and Contextual Variation," which showcases ways in which the approach has led to cross-unit collaborations and varieties of implementation. Contributors bring scholarly and administrative experience to their investigations of WEC, and each has a track record of research and publication. Writing-Enriched Curricula: Models of Faculty-Driven and Departmental Transformation is the first collection dedicated to this innovative and tested approach.
Author Biography
Chris M. Anson is Distinguished University Professor and Director of the Campus Writing and Speaking Program at North Carolina State University. He has published nineteen books and more than 124 articles and book chapters relating to writing and has spoken widely across the U.S. and in 28 other countries.
Pamela Flash is Director of Writing Across the Curriculum, CoDirector of the Center for Writing, Affiliate Graduate Faculty for the Literacy and Rhetorical Studies Minor and founding director of the Writing-Enriched Curriculum Program at the University of Minnesota, where she has taught and has administered teaching-oriented programming since 1991.
