摘要：most historical accounts of the Writing-Across-the-Curriculum (WAC) movement assign its agency to scholars or teachers of writing. For McLeod, it can be traced to Central College in Pella, Iowa, where Barbara Walvoord held the first cross-curricular writing workshops in 1970 (see also Walvoord). Bazerman, et al., and Russell offer more complex historical trajectories that nonetheless point to writing researchers as likely progenitors, even amidst broader national educational trends. Both, for example, acknowledge the impact of The Development of Writing Abilities 11–17, a work in which authors James Britton and colleagues report on an extensive study of British secondary school literacy practices that paved the way for an interest in language across the curriculum in the UK. The new emphasis was subsequently imported, with a more dominant focus on writing, to small liberal arts colleges in the United States (see also Fulwiler). Both also credit the emergence of composition studies as a likely intellectual source of the closely aligned WAC movement in secondary and post-secondary education. No histories of WAC suggest that this cross-curricular movement was generated from within the various disciplines that are the principle targets of its advocacy and the sites of its consultation, faculty development, and research. The singular disciplinary origin of this multiple-disciplined, and now, highly recognized and practiced educational movement (Thaiss) allow us to ask how WAC was influenced by work in composition. Did the movement get a jump-start from a few innovators and then develop on its own, within and across various disciplines? Or did the field of composition studies, itself emerging from its own beginnings in the 1960s, “grow” the movement from its persistent attention to writing in various courses and curricula?
