Abstract
This review considers evidence cited in support of and in opposition to Writing Across the Curriculum (WAC) and Writing in the Disciplines (WID). After defining WAC and WID terms and concepts and reviewing the literature on key developments of the WAC/WID movement, the authors recommend that key terms be defined more precisely and that multimodal learning be adopted more consistently to address varied learning styles. Noting the complexities of affirming student achievement, specifically when success is attributed without qualification to WAC/WID initiatives, the authors question evidence cited in support of WAC/WID goals and pedagogies. They also consider the monetary costs of WAC/WID initiatives.
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