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Writing Across the Ciriculum:

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by

G Schulz

on 23 October 2015

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Transcript of Writing Across the Ciriculum:

What is WAC?
WAC is Writing Across the Curriculum
Over 90% of the EWC’s tutoring sessions deal with English Assignments
Students work on projects not involved with English but they do not know to come to the EWC for them
WAC Outreach Projects address this issue for other assignments
Writing Across the Curriculum:
Problems with WAC Comittees
The Rotation of Students and Teachers
Poor Communication
Declining Interest
Lack of Reflective Practice

SAT Workshop
Tutors focus on preparing students for the SAT Essay
Students participate voluntarily
Tutors work with the teachers at the career center
Students write sample essays
Biology Workshop
Focuses on helping biology students with the freshmen lab report
Students receive handouts, a presentation and are encouraged to visit the Writing Center for additional help
Teachers across the biology department work with the Writing Center to put on the workshop during classes
World History WAC
A workshop is held to help students learn to write a history research paper,
Students are encouraged to come to the Writing Center for help on their papers.
The workshop is held twice a year, each semester.
Successful WAC Programs
The Edison Writing Center
Second and Third Year tutors found WAC comitees that work on WAC Outreach projects
Third years tutees are supposed to train their replacements
Tutors hold workshops, conduct classwide tutoring sessions and work with different departments to encourage Writing Center visits

How to Build Lasting Connections with Teachers and Departments

Potential WAC Model
Strengths
Weaknesses
Development
A previous team of tutors passed the baton to a now second year tutor
The new tutor recreated presentation material
The SAT workshop has seen a gradual decline in participation and interest
The SAT workshop does not have tutors to replace the current tutors
Strengths
Weaknesses
Development
Strengths
Weaknesses
Development
The SAT Workshop has adapted presentation material each year to meet the demands
The workshop works with individual students through digital tutoring and presentations
The SAT workshop has strong connections with the career center and teachers
Tutors that manage the workshop do not bring new tutors into the program
Motivation is low among attendees
Tutors that manage the workshop lack reflective practice
The Biology WAC workshop has been around for many years
Emily Murphy (AC1) was brought into the program three years ago
As a second year tutor, she brought a first year tutor, Natalie Hartezell, into the project
Now a third year tutor, Emily passed the baton to Natalie so that she could work on other projects
Natalie does not currently have a replacement, but is looking for one actively (although she will not be a tutor next year)
The project has brought in new tutors each year, which may be the reason it is such an long-lasting WAC project
The project has strong connections with teachers across the science department
The project is associated with a class so it has high attendance
The project is improved annually
There is low motivation among students
The project has no remaining members to take over because of the small number of involved members
The presentation's scope is wide and therefore it "is difficult to have a general workshop adhere to everyone’s expectations"
The World History WAC project is newer and has only been around for two years.
Students had come to Writing Center for several years for this project
Daniel Herrara began the program and brought in three first-year tutors as apprentices
Daniel Herrara continued to work with his apprentices in the second year of the program but shifted more responsibility to his apprentices
One apprentice, Megan Harris, took up a large part of the responsibility
There is a large community of tutors
Within the large community, Meghan took responsibility establishing a new hierarchy of students
There are enough tutors that if one leaves the program does not die
Motivation among students are high and the teacher believes that the workshop has a positive impact
The program has maintained strong connections with the World History teacher, Mr. Johnson
The project is still young and a lot can still happen that can change its course
One apprentice has already left the school, and the founder, Daniel Herrara is graduating
Big communities
A regular system that brings in new tutors
Work with teachers to review the program and improve in for the next year
Address a specific need and encourage students to come to Writing Center for additional help
A strong system to address the rotation of students
Large communities in case a member leaves
Interactions with teachers to improve the project
Reflective practice for steady improvement
Succession
Communities
Teacher-Tutor Communication
Writing Center Community
Year One
Second year tutor begins the program
Several first year tutors are made apprentices
Year Two
Apprentices take initiative
Third year tutor supervises
New first year tutors are made apprentices
Year Three
Apprentices take initiative
The original apprentices supervise
New first year tutors are made apprentices
Large communities work together on WAC projects
Tutors share small roles in several WAC projects
Hierarchy within each community establishes itself as members take initiative
Teacher and tutor follow-up after workshops and events to reflect
Improvements are made to keep motivation within the project alive
Tutors continuously refine and add to project materials and agenda
Writing Center directors require reflection within projects
WAC communities share ideas with the class on how to tutor in their subject
Third year tutors review various projects and help second year tutors found new projects
Conclusion
Works Cited

Hartzell, Natalie. E-mail interview. 28 May 2015.
Herrara, Daniel. E-mail interview. 28 May 2015.
Johnson, Bob. E-mail interview. 28 May 2015.
Murphy, Emily. E-mail interview. 29 May 2015.
Ryan, Leigh, and Lisa Zimmerelli. The Bedford Guide for Writing Tutors. New York: Bedford, 2006. Print.
Shu, Johnathon. E-mail interview. 29 May 2015.
Wilson, Emily. E-mail interview. 29 May 2015.

Initiative
Within big communities some tutors will take initiative
Leading tutors will offer up new ideas and find new ways to motivate other members of the WAC community and students
Third-year tutors will supervise WAC programs and meet with the director to propose new projects
Second-year tutors will work with third-year tutors and take up the responsibility of setup
WAC at the EWC
Most tutors are selected during their freshmen year to become tutors
As first year tutors, they are trained to tutor students and learn how the EWC works
Second and Third year tutors run projects and higher level work
Large communities with strong replacements are created to maintain long-lasting programs
Student initiative fuels project development
Director-required reflections support change and improvement
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