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The WAC JournalVolume 35 (2024)
Published by Clemson University, Parlor Press, and the WAC Clearinghouse
The longest-running national peer-reviewed journal dedicated to writing across the curriculum, the WAC Journal is an open-access journal published annually by Clemson University, Parlor Press, and the WAC Clearinghouse. It is available by subscription in print through Parlor Press at https: //parlorpress.com/products/wac-journal and in open-access format at the WAC Clearinghouse via https: //wac.colostate.edu/journal/. The WAC Journal supports various approaches to and discussions of writing across the curriculum. We publish submissions from all WAC scholars that focus on writing across the curriculum, including topics on WAC program strategies, techniques, and applications; emergent technologies and digital literacies across the curriculum; antiracist pedagogies; feminist rhetorics across the curriculum; intersectional contexts of feminism; international WAC initiatives; and writing in the disciplines at the college level. CONTENTS of VOLUME 35 (2024): ARTICLES: Leveraging Institutional Circuits to Rethink Writing Across the Curriculum at Two-Year Colleges by Tara Coleman and Dominique Zino Reflections on Learning: Revision Reflections As Insight into the Influences on Students' Revisions on a Writing-to-Learn Assignment by Solaire A. Finkenstaedt-Quinn, Isabella Sperry, Alicia Romero, and Ginger V. Shultz Surviving as Switzerland: WAC, SLW, and the Literacy Myth of Linguistic Homogeneity by Analeigh E. Horton Practicing Peer Feedback: How Task Repetition and Modeling Affect Amount and Types of Feedback over a Series of Peer Reviews by Lucy Bryan, Dayna S. Henry, Sarah R. Blackstone, Anna Maria Johnson, and Lacie Knight STEM Faculty Focus Groups Respond to Student Writing and Learning Goals: Entry Points and Barriers to Curricular Change by Megan Mericle, J. Patrick Coleman, and Julie Zilles Cross-Disciplinary Solidarity Through Labor-Oriented Research in WAC by Lacey Wootton SPECIAL FORUM: Introduction: Adulting with WAC: Adult Learners in the Composition Classroom by Macy Dunklin The Adult Learner in the Writing Classroom: Creating Value through Experiential Education by Jamie Hudson Resumers in and beyond a Writing-Intensive Preparatory Course: Challenges, Assets, and Opportunities by Kendon Kurzer, Natasha J. Lee, Amy Macias-Stowe, Mary Her, and Nieva Manalo In Our Own Words: Adult Learners on Writing in College by Collie Fulford, Stefanie Frigo, Yaseen Abdul-Malik, Thomas Kelly, Adrienne Long, and Stuart Parrish Promoting Belonging among Adult Learners through Sharing and Feedback by Gabrielle Isabel Kelenyi CONTRIBUTORS
