Language and Learning Across the Disciplines A forum for debates concerning interdisciplinarity, situated discourse communities, and writing across the curriculum programs. From the Guest Editor WAC in International Contexts: An Introduction Susan H. McLeod, University of California, Santa Barbara Global Cultures, Local Writing: The Cornell Consortium for Writing in the Disciplines Jonathan Monroe, Cornell University Literacy in Context: A Transatlantic Conversation about the Future of WAC in England Viv Ellis, University of Southampton, UK Donna LeCourt, Colorado State University, USA Drawing Connections Across Education: The Freiburg Writing Center Model Gerd Bräuer, Emory University (USA) and University of Education, Freiburg (Germany) 61 WAC in Bulgaria: Benefits and Challenges Benedict E. DeDominicis, American University in Bulgaria Tracy Santa, United States Air Force Academy Another Whack at WAC: Reprising WAC in Australia Roslyn Petelin, University of Queensland Writing in a New Zealand Tertiary Context: WAC and Action Research Lisa Emerson, Bruce R. MacKay, Keith A. Funnell and Marion B. MacKay, Massey University, New Zealand Writing in/across the Curriculum At a Comprehensive Chinese University Marty Townsend, University of Missouri February 2002 Vol. 5, No. 3 Editor Sharon Quiroz Illinois Institute of Technology Managing Editor Esmeralda Jimenez Illinois Institute of Technology Editorial Board Chris Anson University of Minnesota Charles Bazerman University of California, Santa Barbara Barbara Couture Washington State University Russell Durst University of Cincinnati Toby Fulwiler University of Vermont Ann Gere University of Michigan, Ann Arbor Stuart Greene University of Notre Dame Gail Hawisher University of Illinois, Urbana-Champaign Anne Herrington University of Massachusetts, Amherst David Jolliffe DePaul University Kitty Locker Ohio State University, Columbus Susan Peck MacDonald California State University, Long Beach Elaine Maimon Arizona State University West Lucille McCarthy University of Maryland Dierdre McCloskey University of Iowa Susan McLeod Washington State University Charles Moran University of Massachusetts, Amherst Barbra Morris University of Michigan, Ann Arbor Michael Palmquist Colorado State University Michael Pemberton Georgia Southern University Paul Prior University of Illinois, Urbana-Champaign David Russell Iowa State University, Ames Cynthia Selfe Michigan Technological University Sharon Stockton Dickinson College John Swales University of Michigan, Ann Arbor Chris Thaiss George Mason University Barbara Walvoord University of Cincinnati Art Young Clemson University Jim Zappen Rensselaer Polytechnic Institute Language and Learning Across the Disciplines is a forum for issues concerning interdisciplinarity, situated discourse communities, and writing across the curriculum programs. The journal will publish articles dealing with issues in learning theory, discourse analysis, participation in disciplinary discourse, and the social, intellectual and political locations of WAC programs. We welcome articles seeking to make connections among several such areas of inquiry. All manuscripts will be carefully reviewed by members of the editorial board and appropriate outside readers. You may expect to hear from us in two months. When submitting a manuscript please follow the current MLA or APA style sheet; submit three copies (3,000 to 7,000 words); print your name, address, telephone number and affiliation on a cover sheet, not on the manuscripts; and enclose sufficient return postage clipped, not pasted, to a self-addressed envelope. Send manuscripts to Sharon Quiroz, Editor, Language and Learning Across the Disciplines, Illinois Institute of Technology, 3301 S. Dearborn, Chicago, Illinois 60616. Email submissions to [email protected]. Major funding for LLAD is provided by the Academic Resource Center of the Illinois Institute of Technology. http://aw.colostate.edu/llad. © 2002 Illinois Institute of Technology Logo designed by Amanda Grupe. Language and Learning Across the Disciplines Note from the Editor ..........................................................................3 Sharon Quiroz, Illinois Institute of Technology From the Guest Editor: WAC in International Contexts: An Introduction ...............................................................4 Susan H. McLeod, University of California, Santa Barbara Global Cultures, Local Writing: Collaborative Contexts: The Cornell Consortium for Writing in the Disciplines ............................................................... 11 Jonathan Monroe, Cornell University Literacy in Context: A Transatlantic Conversation about the Future of WAC in England .......................................... 28 Viv Ellis, University of Southampton, UK Donna LeCourt, Colorado State University, USA Drawing Connections Across Education: The Freiburg Writing Center Model ............................................. 61 Gerd Bräuer, Emory University (USA) and University of Education, Freiburg (Germany) 61 WAC in Bulgaria: Benefits and Challenges .............................. 81 Benedict E. DeDominicis, American University in Bulgaria Tracy Santa,United States Air Force Academy Writing in a New Zealand Tertiary Context: WAC and Action Research ......................................................... 110 Lisa Emerson, Bruce R. MacKay, Keith A. Funnell and Marion B. MacKay, Massey University, New Zealand Writing in/across the Curriculum At a Comprehensive Chinese University ................................ 134 Marty Townsend, University of Missouri Biographies ..................................................................................... 150 Language and Learning Across the Disciplines is a publication of the Illinois Institute of Technology, and follows the NCTE guidelines for non- sexist language. Major funding for LLAD is provided by the Academic Resource Center of the Illinois Institute of Technology. (ISSN 1091-7098) 2002 llad.pmd 1 4/4/2002, 10:06 AM CALL FOR PAPERS Deadline for 2-Page Proposals: September 1, 2002 Special Issue of The Journal of Language and Learning across the Disciplines: “Speak Up! Scholarship and Practice in Oral Communication Across the Curriculum.” The guest editor for this issue is Deanna Dannels, Campus Writing and Speaking Program, North Carolina State University. Communication across the curriculum (CXC) programs have, for quite some time, provided instructional support for teaching oral communica- tion practices in non-communication classrooms. Recently, though, CXC programs have also become central in many national conversa- tions. For example, one of the key recommendations in the 1998 Boyer Commission Report “Reinventing Undergraduate Education” was to “link communication skills and course work.” Additionally, the March 26, 1999 issue of the Chronicle of Higher Education identifies the impor- tance of “taking aim at student incoherence” and explores the extent to which communication across the curriculum programs address this is- sue. Also in 1999, the LA Times and the Boston Globe both issued articles claiming the horror of “mallspeak” in university settings and suggested that speaking across the curriculum programs play a central role in reducing inarticulate speech. In short, our public and educa- tional discourse has placed the issue of oral communication skills at center stage. Consequently, cross-curricular scholars in communica- tion, composition, and other disciplines must be familiar with and pre- pared to address the role of oral communication in the disciplines. To this end, this special issue will focus on scholarship emerging out of the communication across the curriculum movement. Theoretical or em- pirical papers dealing with, but not limited to the following topics are invited: orality in disciplinary discourse, assessment of oral compe- tence, teaching and learning of oral communication in particular disci- plines, theoretical complexities and outcomes of integrating writing and speaking, and the nature of interdisciplinary partnerships in CXC work. Notification by November 15. Electronic Submissions preferred: [email protected] or by regular mail: Deanna P. Dannels, Guest Editor, LLAD Department of Communication, Campus Writing and Speaking Program, Box 8104, 201 Winston Hall, North Carolina State University, Raleigh, NC 27695-8104 Two-Page Proposal Due Oct. 1, 2002 Special Issue of The Journal of Language and Learning across the Disciplines: Cultural Studies and Writing in the Disciplines, Guest Editor: Sharon Stockton We are seeking essays that explore connections between cultural criti- cism and the discourses of the academic disciplines. Articles may con- duct historical investigations into the culturally-derived origins of spe- cific disciplines, interdisciplines or sub-disciplines; explore the ways in which disciplinary rhetoric privileges certain voices; track alternative rhetorics surviving in the margins of mainstream academic discourse. We encourage writers to address these topics from diverse critical stances by employing theories including but not limited to those of class, gender, sexuality, diaspora, ethnicity, and new media.We welcome contributors who specialize in rhetoric and composition studies as well as those who teach in other disciplines and/or interdisciplines. Preliminary acceptance by Dec. 1, 2002 SEND PROPOSALS TO: [email protected]. Or regular mail: Sharon Stockton, English Dept., Dickinson College, Carlisle, PA 17013 2002 llad.pmd 2 4/4/2002, 10:06 AM Note from