内容简介：
The volume addresses how writing-across-the-curriculum (WAC) programs in writing centers can be effective in the context of differences among languages and specializations in disciplines they serve. It argues the importance of comprehensive writing centers to the WAC endeavor; explains tutor training and faculty consultancy, including the best assignments generated by UNR's faculty; and discusses a multilayered assessment program. The first third of this text explains the problem: that WAC should be promoting learning to write in the disciplines instead of writing to learn. The remainder of the book proposes solutions to this problem, including: housing WAC in writing centers rather than English departments; using dialogue and inquiry and not prescriptive techniques in the WAC program's interaction with faculty in other disciplines; and phasing out writing assessment which depends on one test measuring the writing abilities of students from all disciplines. This book will be of interest to writing program and WAC administrators; writing center administrators; and educators and graduate students involved in WAC initiatives, research, and study.