| Abstrakt: |
Since its emergence in the late 1970s in the United States as a coherent scholarly and programmatic enterprise, writing across the curriculum/writing in the disciplines (WAC/WID) has been invested in shaping how writing is taught and used as a tool for teaching and learning in STEM (science, technology, engineering, mathematics) (Russell, 2002). This special issue evidences that while WAC/WID scholars might still be more inclined toward qualitative methods, they are not nearly as predominant as they are sometimes made out to be, especially, perhaps, when involving research on writing in STEM. Furthermore, the studies presented here tended to represent more organically evolving WAC/WID interventions outside the bounds of institutionalized WAC/WID programs, suggesting that STEM and WAC/WID have a long way to go toward formalizing partnerships within sustainable institutional frameworks that are more capable of supporting the incredible amount of innovation and labor represented by the work collected here. At a different STEM-focused institution, Meghan Velez's "Like Speaking a Blueprint: STEM Writing Tutors' Disciplinary and Writing Identities" explores the benefits of providing peer-to-peer writing support in the writing center not just for the STEM writing student, but the STEM writing tutor as well. [Extracted from the article] |
