Writing-Intensive
Title
Writing-Intensive
Wendy Strachan
6 1/8 x 9 1/4, 308 pages

Published: 2008

ISBN 978-0-87421-703-2
paper $31.95

ISBN 978-0-87421-704-9
e-book $25.95

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Wendy Strachan

Wendy M. Strachan's teaching and research interests reflect a lifelong dedication to writing as a means of learning across the curriculum K-university. Over a period of fifteen years, she was Director of National Writing Project sites in Asia, Athens and Europe before joining the faculty in the English Department at Simon Fraser University and later taking on the development of the Centre for Writing-Intensive Learning as its Director. Her research interests in the social contexts of genre acquisition and the conditions that support faculty in making pedagogical change have been published as articles, book chapters and hundreds of conference papers and presentations both nationally and internationally. Writing-Intensive is her first book.

Writing-Intensive

Becoming W-Faculty in a New Writing Curriculum

Wendy Strachan

In one of the few book-length studies of a major post-secondary writing-across-the-curriculum initiative from concept to implementation, Writing-Intensive traces the process of preparation for new writing requirements across the undergraduate curriculum at Simon Fraser University, a mid-sized Canadian research university. As faculty members across campus were selected to pilot writing-intensive courses, and as administrators and committees adjusted the process toward full implementation, planners grounded their pedagogy in genre theory--a new approach for many non-composition faculty. So doing, the initiative aimed to establish a coherent yet rhetorically flexible framework through which students might improve their writing in all disciplines.

Wendy Strachan documents this campus cultural transformation, exploring successes and impasses with equal interest. The study identifies factors to be considered to avoid isolating the teaching of writing in writing-intensive courses; to engender a university-wide culture that naturalizes writing as a vital part of learning across all disciplines; and to keep the teaching of writing organic and reflected upon in a scholarly manner across campus.

A valuable case history for scholars in writing studies, WAC/WID, and curricular change studies.

Preview the Introduction in Acrobat PDF.