摘要：histories of writing across the curriculum (WAC) do not generally ascribe the development of this enduring movement to scholars and teachers within the disciplines themselves. Most accounts suggest that WAC originated in the work of writing and literacy scholars who advocated a more widespread attention to writing in all disciplinary areas across higher education (Russell; Bazerman et al.). But we know little about the influence of this cross-disciplinary outreach and the extent to which it made its way into the inner workings of various disciplines. Investigating the question of influence allows us to begin exploring how particular disciplinary communities have adopted, adapted, and repurposed scholarship on writing and writing instruction based on their own instructional ideologies, disciplinary orientations, and curricular needs. In this article, we report the results of archival research designed to gauge the influence of composition studies on how writing is taught in a range of disciplines. We examined articles published in discipline-specific pedagogical journals, which represent one of the purest indices of possible influence by showing us what scholars and instructors within the disciplines say to each other about the integration of writing into college-level teaching. Fourteen discipline-based pedagogical journals published between January 1967 and December 2006 were mined for articles focusing on instruction in writing (all articles focusing on non-instructional aspects of writing, such as publication tips for scholars, were ignored). The resulting corpus was subjected to counts of publications over time, citation analysis, and content analysis (Neuendorf; Krippendorff) for trends in focus and orientation.
