نبذة مختصرة : The contact zones in teaching writing are connected in multiple ways. A principal concern is how students learn to write for the disciplines, but the focus is the relationship between composition specialists and their colleagues throughout the disciplines. In the early days of writing across the curriculum (WAC), writing was seen primarily as a mode of expression and a way to encourage critical thinking. English departments held workshops for colleagues from other disciplines and those faculty members then gave students write-to-learn assignments ranging from journals to response papers. The second stage of WAC acknowledges the different discourse communities in the university and designing writing programs--writing in the disciplines (WID). WID courses teach majors to read, write, and think in specific disciplines and makes students more flexible writers. WID can be taught in the composition class, using WAC Readers, which contain model texts and explanatory apparatus, or the WID texts with only discipline-specific texts, enabling instructors trained only in English literature to teach outside their fields. Or members of other disciplines can teach English composition instructors how to teach writing appropriate to their fields. Learning to master different styles of writing directly relevant to their academic lives allows students to think of themselves as academic writers. (CR)
ملاحظات : Paper presented at the Annual Meeting of the Conference on College Composition and Communication (47th, Milwaukee, WI, March 27-30, 1996).
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