WAC Journal 33 (2022)
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The WAC Journal 33 (Fall 2022) The longest-running national peer-reviewed journal dedicated to writing across the curriculum, the WAC Journal is an open-access journal published annually by Clemson University, Parlor Press, and the WAC Clearinghouse. It is available by subscription in print through Parlor Press at https://parlorpress.com/products/wac-journal and in open-access format at the WAC Clearinghouse via https://wac.colostate.edu/journal/. The WAC Journal supports various approaches to and discussions of writing across the curriculum. We publish submissions from all WAC scholars that…mehr

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The WAC Journal 33 (Fall 2022) The longest-running national peer-reviewed journal dedicated to writing across the curriculum, the WAC Journal is an open-access journal published annually by Clemson University, Parlor Press, and the WAC Clearinghouse. It is available by subscription in print through Parlor Press at https://parlorpress.com/products/wac-journal and in open-access format at the WAC Clearinghouse via https://wac.colostate.edu/journal/. The WAC Journal supports various approaches to and discussions of writing across the curriculum. We publish submissions from all WAC scholars that focus on writing across the curriculum, including topics on WAC program strategies, techniques, and applications; emergent technologies and digital literacies across the curriculum; antiracist pedagogies; feminist rhetorics across the curriculum; intersectional contexts of feminism; international WAC initiatives; and writing in the disciplines at the college level. CONTENTS of VOLUME 33 (2022): ARTICLES: Working With Faculty Partners to Change Conceptions of Writing Beyond University Walls by Mandy Olejnik, Elizabeth Wardle, Jennifer Helene Maher, Will Chesher, and Angela Glotfelter Lifewide Writing across the Curriculum: Valuing Students' Multiple Writing Lives Beyond the University by Ashley J. Holmes, Kathleen Blake Yancey, Íde O'Sullivan, D. Alexis Hart, and Yogesh Sinha The Swamp and the Scaffold: Ethics and Professional Practice in the Writing Classroom by Dori Coblentz and Jonathan Shelley Counselors, Tsunamis, and Well-Oiled Machines: Analyzing Figurative Language Among Disciplinary Faculty by Rebecca Hallman Martini Writing Assignment Prompts Across the Curriculum: Using the DAPOE Framework for Improved Teaching and Aggregable Research by Brian Gogan, Lisa Singleterry, Susan Caulfield, Moline Mallamo REVIEWS: Writing STEAM: Composition, STEM, and a New Humanities, edited by Vivian Kao, and Julia E. Kiernan, Reviewed by Hannah Ringler Cultivating Critical Language Awareness in the Writing Classroom by Shawn Shapiro, Reviewed by Olivia Rowland CONTRIBUTORS
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