摘要：Many models of writing across the curriculum flourish in institu-tions ranging from small private schools to land grant colleges to largeuniversities. In our combined experience of over 30 years as WAC con-sultants, we have seen a pattern borne out that reflects much of the perti-nent literature on writing across (and in) the disciplines of higher educa-tion. Typically, WAC programs attempt to answer the call of faculty whoa) believe that students need to improve their writing skills, and b) wantresources that will help them assist their students. In many cases, the callbegins with faculty complaints about students' poor grammar and punc-tuation skills, but in addition, faculty often recognize that students alsoneed critical thinking skills, which include the ability to manipulate con-tent, research effectively, and synthesize multiple points of view with theirown perspectives
