摘要：as soon as i saw the title of Jeffrey Jablonski’s Academic Writing Consulting and
Models for Guiding Cross-Curricular Literacy Work, I expected it to make an important
contribution to the practices of Writing Across the Curriculum—or the more current
and more extensive term, “Cross-Curricular Literacy Work.” WAC workshops have
been an important practice in the field for the past few decades, but the question of
what happens after the workshop ends is less often discussed in publications. Chris
Anson’s The WAC Casebook: Scenes for Faculty Reflection and Program Development
(2002) is full of cases of “after the workshop” problems and questions, and can be
seen to exemplify the range of teacher-to-teacher consultations that do not work out
as expected. Jablonski addresses these person-to-person contacts, which constitute a
substantial portion of the time spent on developing WAC programs and initiatives.
