摘要：The relation between writing across the curriculum and freshman composition is both complex and sometimes controversial. While a few institutions have eliminated composition requirements in favor of courses taught by faculty in all disciplines, most have retained freshman composition in some form.1 All too often, though, the freshman writing program and the writing courses in the disciplines have operated with little or no coordination, as though they were taking place at different institutions. Sometimes WAC has been conceived as basically an advanced extension of composition, but as research has revealed the complexity of a student’s inculcation into a particular disciplinary community—its forms of knowledge, its procedures of verification, and its generic conventions of discourse—the pendulum has shifted in the other direction, as advocates have begun describing “WAC-oriented composition” (Sidler) or “anchoring WAC by focusing on rhetorical analysis in first-year composition” (Merrill). My concern here is not primarily with the administrative challenges raised by the separation of freshman composition from WAC/WID, but rather with describing a possible curricular model for pedagogical integration.
