Across the Disciplines, a refereed journal devoted to language, learning, and academic writing, publishes articles relevant to writing and writing pedagogy in all their intellectual, political, social, and technological complexity.Across the Disciplinesshares the mission of the WAC Clearinghouse in making information about writing and writing instruction freely available to members of the CAC, WAC, and ECAC communities.
We are excited to publish this issue ofAcross the Disciplines并有信心您会发现这四篇文章很重要，既是他们从事的概念工作，又是为他们提供给参与WAC/WID工作的人提供的实际应用。三篇文章涉及明确的理论：卡梅隆·布什内尔（Cameron Bushnell）（2020年）将WAC的反种族主义项目理论化；克里斯托弗·贝吉尔（Christopher Basgier）和琥珀·辛普森（Amber Simpson）（2020）探索了可能的阈值概念teaching写作；以及Crystal Fodrey和Meg Mikovits（2020）阐明了多模式WAC教师发展的理论。两项贡献邀请读者思考从构图转移到学科的写作的挑战，这是我们领域的重要领域：Erin Zimmerman（2020）研究了构图教科书和科学教科书的方式差异；Fodrey和Mikovits邀请人们思考第一年写作研讨会和在学科中写入丰富的课程之间的转移，重点是多模式作品。鉴于WAC/WID的大部分工作涉及教师的发展，因此本期本期的所有四篇文章都提供可能在研讨会中有效地应用的见解就不足为奇了。
介绍第17卷，第1/2期
Michael J. Cripps
DOI: 10.37514/ATD-J.2020.17.1-2.01
Reflecting on the Past, Reconstructing the Future: Faculty Members’ Threshold Concepts for Teaching Writing in the Disciplines
克里斯托弗·贝吉尔（Christopher Basgier）和琥珀·辛普森（Amber Simpson）
DOI: 10.37514/ATD-J.2020.17.1-2.02
这项研究使用教师调查和焦点小组回答的叙事分析来确定三个阈值概念，以识别学科的写作教学，并以写作本身的方式称赞现有的关于阈值概念的工作：1）有效的写作教学法涉及迭代，多方面的变化；2）可以通过脚手架干预措施来支持学生作为作家的发展；3）流派可以作为行动教授，而不是（仅）作为表格。发展。
为WAC设计一个种族项目：International Teaching Assistants and Translational Consciousness
Cameron Bushnell
DOI: 10.37514/ATD-J.2020.17.1-2.03
This essay argues that international teaching assistants (ITAs) occupy intercultural spaces that make them acutely sensitive to complexities of language, and by extension, to the struggle to write well. It suggests that WAC practitioners activate this between-language experience toward producing writing instruction that is culturally and racially aware by considering ITAs models of translational consciousnesses—mindsets habituated to the process of working between languages and cultures and increasingly valuable to universities where the ability to understand and discuss cultural and racial difference is central to the collegiality of the institution. As WAC practitioners, we must help our ITAs recognize the significance and value of their conditions of translation in order to begin to unpack the layers of complexity that cultural and racial difference brings to writing practices across campus.
Theorizing WAC Faculty Development in Multimodal Project Design
水晶Fodrey和Meg Mikovits
DOI: 10.37514/ATD-J.2020.17.1-2.04
本文认为，教师需要在设计，实施和评估多模式项目中的支持，以便学生可以更好地转移写作知识和（多模式）整个本科生职业的构图。在基于转移，多模式和WAC/WID的奖学金的基础上，本文为理论驱动的WAC教师发展框架多模式分配设计。作者通过总结教师对研讨会的响应，描述教师创建的多模式作业，并通过多模式分配设计的过程共享一个指导教师的框架。
Locating Visual Communication across Disciplines: How Visual Instruction in Composition Textbooks differs from that in Science-writing Textbooks
艾琳·齐默尔曼（Erin Zimmerman）
DOI: 10.37514/ATD-J.2020.17.1-2.05
本文比较了如何科学60 w的语料库riting textbooks and composition textbooks address visual communication topics including: purposes visuals serve; visuals and written text work together; visuals stand alone; visual design and creation; writers might start with visuals; ethical use of visuals; analysis of visuals; and reading visuals. The study highlights transfer supports as well as issues suggested by the textbooks' similarities and differences, and suggests ways FYC and WAC/WID instructors can work better together to vertically scaffold students' visual communication learning.
This issue of Across the Disciplines features three articles and two book reviews. Mike Palmquist, Pam Childers, Elaine Maimon, Joan Mullin, Rich Rice, Alisa Russell, and David R. Russell (2020) offer a broad perspective on Writing Across the Curriculum in a multimodal article that will quickly find its place in the syllabi of graduate courses on WAC. Articles by Adele Leon (2020) and Shakil Rabbi (2020) exemplify some of the very features of work in WAC that Palmquist et al. claim will keep the movement relevant in the coming decades. Both studies draw on foundational ideas in the field, with Leon examining low-stakes writing and Rabbi revisiting James Britton’s transactional function of writing. Each piece engages meaningfully and empirically with our field’s current interest in transfer and threshold concepts of writing, explore writing development among graduate students in the academic disciplines, and consider the implications of their research for pedagogy, faculty development, and student support. The two book reviews in this issue offer readers a window into recent—and important—books published by the University Press of Colorado. Matthew Sautman (2020) reviews 2018'sWriting Assessment, Social Justice, and the Advancement of Opportunity，由Mya Poe，Asao Inoue和Norbert Elliot和Emma Lee Guthrie（2020）编辑，评论Michelle Lafrance的2019年Institutional Ethnography: A Theory of Practice for Writing Studies Researchers.
Introduction to Volume 17, Issue 3/4
Michael J. Cripps
doi：10.37514/atd-j.2020.17.3.00
WAC五十年：我们去哪儿了？我们去哪？
Mike Palmquist，Pam Childers，Elaine Maimon，Joan Mullin，Rich Rice，Alisa Russell和David R. Russell
doi：10.37514/atd-j.2020.17.3.01
在整个课程运动开始写作开始的50周年纪念日，作者探索了运动的历史基础，考虑了自从出现以来就发生的关键发展，这是北美最持久，最成功的教育改革运动之一，以及反思未来增长的潜在方向。作者通过WAC社区的各种声音包括来自WAC学者提供的原始视频的报价。
Low-Stakes Writing as a High-Impact Education Practice in MBA Classes
Adele Leon
doi：10.37514/atd-j.2020.17.3.02
作为一个高影响力Educati研究写作on Practice (HIP) have focused primarily on writing in terms of major project assignments, thus directing attention away from the promising high impacts that low-stakes writing (LSW) assignments have on student learning. This study piloted assigning LSW in two MBA classes to test the extent to which LSW assignments align with Anderson et al.'s (2016) study on high-impact writing assignments, and further, how accessible and beneficial LSW assignments are for non-WAC faculty and their curricula. Interview data from this study shows encouraging potential for WAC expansion and recruitment, and student survey data shows a promising relationship between LSW and the HIPs. This study ultimately shows low-stakes writing to function as a HIP, recruitment tool, and resource for correcting misconceptions about assigning writing.
Mapping Rhetorical Knowledge in Advanced Academic Writers: The Affordances of a Transactional Framework to Disciplinary Communication
Shakil Rabbi
doi：10.37514/atd-j.2020.17.3.03
Research on written communication shows that rhetorical knowledge is a key domain of disciplinary writing expertise (Gere et. al. 2019). Much of the recent work in this area has focused on the social dimensions of learning this knowledge. This article builds on these conversations with a presentation of two “advanced academic writers” (Tardy, 2009) and interpreting how they conceptualize rhetorical knowledge through an understanding of academic communication as transaction and symbolic exchange (Britton & Pradl, 1982). I make a case for the value of a transactional framework for interpreting writers’ performance of genre situations. I also show that this framework can provide a “metagenre” (Carter, 2007), a way of doing writing in the discipline, and a “threshold concept” (Adler-Kassner & Wardle, 2015), a way of thinking about writing tasks that shapes writers’ experiences of and learning with them. The two case studies provide an argument for the efficacy of rhetorical knowledge in fostering disciplinary genres when it is framed as understanding situations of communication.
评论Writing Assessment, Social Justice, and the Advancement of Opportunity, edited by Mya Poe, Asao B. Inoue, and Norbert Elliot. (2018). The WAC Clearinghouse; University Press of Colorado. 438 pages. [ISBN 978-1-64215-015-5]Reviewed by Matthew Sautman, Alton High School/Southern Illinois University, Edwardsville
doi：10.37514/atd-j.2020.17.3.04
评论Institutional Ethnography: A Theory of Practice for Writing Studies Researchers，米歇尔·拉弗兰斯（Michelle Lafrance）。（2019）。科罗拉多大学出版社。146页。[ISBN 978-1-60732-866-7]
Reviewed by Emma Lee Guthrie, Bowling Green State University
doi：10.37514/atd-j.2020.17.3.05