Writing Worldviews: The 2023 International Writing Across the Curriculum Conference Edited Collection
Growing out of the 2023 International Writing Across the Curriculum Conference, this volume recognizes the crucial moment at which we stand as scholars and practitioners of writing and communicating across disciplines. The collection focuses on the role we have in using the power of language to affect worldviews and address calls for linguistic and social justice. That role has never been more evident than now, in the face of current events. In recent years, we have had to respond to many educational challenges, including the COVID-19 pandemic and its effects on our students’ ways of learning and being in instructional settings; the increasing number of linguistically and culturally diverse students enrolled in our institutions; workplaces that require ever more sophisticated communication and critical thinking skills; the advent of generative artificial intelligence (AI); and the urgent need to help faculty and students teach and learn successfully in a time of global tensions and crisis.
This conference volume welcomes empirical work, empirically driven theoretical work, and theoretically informed reflective teaching narratives that are forward thinking in addressing these many challenges, both domestic and global. We invite proposals that address broad categories of writing across the curriculum (WAC) and writing in the disciplines (WID) scholarship, including but not limited to:
- The role of WAC/WID in addressing access, equity, and social justice/social justice literacy: Topics such as educating faculty members about antiracist writing and assessment practices (Condon & Young, 2016; García de Mueller, 2020; Gere et al, 2021; Inoue, 2022; Inoue & Poe, 2012; Martini & Webster, 2021); thinking forward to how WAC/WID becomes more focused on social justice literacy (LeCourt, 1996; Poe, 2016; Poe et al., 2018; Villanueva, 2001); helping cultivate accessible, inclusive and equitable environments for students and faculty (Hanauer et al., 2019; Hubrig et al., 2022; Mecklenburg-Faenger, 2022); opening access to higher education in communities (Kells, 2019); or the reach and impact of WAC/WID in two-year colleges, minority-serving institutions, and international campuses of US-based institutions (Jordan, 2022; Kester et al., 2016; Norment, 2021)
- The role of WAC/WID in a time of global turmoil: Topics such as the impact of global politics on WAC/WID teaching and education (Fraiberg et al., 2017; Martins et al, 2023; Rose & Weiser, 2018); the role of English language and communication globally (You, 2016, 2018); antidemocratic threats to colleges and universities (Mlyn, 2022).
- WAC/WID as a transnational movement: Topics such as WAC scholarship’s inter- or transnationality (Hall & Horner, 2023; You, 2016); inclusive multilingual, translingual, or second language pedagogies (Cox, 2014; Frost et al., 2020; Tardy, 2017; Zawacki & Cox, 2013; Zawacki & Habib, 2014); and international adaptations of WAC (Arnold, Nebel & Ronesi, 2017; Ávila Reyes, 2021; Morrison, Chen, Lin, & Urmston, 2021; Gustafsson & Eriksson, 2022).
- WAC/WID scholars as agents of change: Topics such as WAC/WID scholars acting as agents of change in the current political, economic and social climate; COVID-related pedagogical changes (Gage & Fleckenstein, 2022; Meyer, 2020); dealing with increasing costs of education and budget cuts (Basgier, forthcoming); proactive integration of generative AI in curricular and pedagogical contexts (Mills, 2022)
- WAC/WID and the relationship between the academy and the professions: Topics such as WAC’s ability to adapt to a world that is growing increasingly focused on STEM careers (Gere et al., 2018); transitioning from the academy to the workplace and how social justice plays into that transition; preparing students for communication at different stages of their lives (Poe et al., 2012)
Interested contributors should submit an abstract of 250-300 words to the editors by September 30, 2023. Contributors should expect to revise their submissions, rather than reproduce conference presentations, for several reasons:
- a voiced and visual conference presentation is a different genre from the written academic chapter in a print volume collection;
- a conference presentation is delivered for a particular audience and often needs to be revised for a print volume that reaches a wider audience;
- questions, feedback, and discussion following delivered papers often lead to expanded, more in-depth chapter versions.
Note that any files you submit must be suitable for anonymous review. To the greatest extent possible, please remove identifying information about you (and any co-authors) as well as institutional information.
To submit a proposal, please visit The WAC Clearinghouse Submissions portal, log in (or create an account), select “Submit a Chapter to an Edited Collection,” select the conference collection, and follow the subsequent prompts from there.
Questions can be directed to Christopher Basgier, ude.nrubua@5800brc.
November 2023: Invitations to submit complete chapter manuscripts
February 2024: Chapter manuscripts due; draft volume circulated to reviewers
First half of 2024: Target date for returning reviewer feedback to the contributors
Second half of 2024: Revised chapters due to the editors
Early 2025: Target for publication
This CFP has been revised and updated based on the IWAC 2023 conference CFP. We are grateful to the conference organizers for providing a thoughtful, provocative basis on which to build.
Arnold, Lisa R., Nebel, Anne, & Ronesi, Lynne (Eds.). (2017). Emerging writing research from the Middle East-North Africa region. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/INT-B.2017.0896
Ávila Reyes, Natalia (Ed.). (2021). Multilingual contributions to writing research: Toward an equal academic exchange. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/INT-B.2021.1404
Basgier, Christopher. (Forthcoming). Continuing writing across the curriculum programs amidst the contraction of higher education: Vision, mission, and strategy. In Jennifer Juszkiewicz & Rachel McCabe (Eds.), Composition and Rhetoric in Contentious Times.
Condon, Frankie, & Young, Vershawn Ashanti. (Eds.). (2016). Performing antiracist pedagogy in rhetoric, writing, and communication. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/ATD-B.2016.0933
Cox, Michelle. (2013). In response to today’s “felt need”: WAC, faculty development, and second language writers. In Terry Myers Zawacki & Michelle Cox (Eds.), WAC and second language writers: Research towards linguistically and culturally inclusive programs and practices (pp. 299–326). The WAC Clearinghouse. https://10.37514/PER-B.2014.0551
Fraiberg, Steven, Wang, Xiquiao, & You, Xiaoye. (2017). Inventing the world grant university: Chinese international students’ mobilities, literacies, and identities. Utah State University Press.
Frost, Alanna, Kiernan, Julia, & Malley, Suzanne Blum. (Eds.). (2020). Translingual dispositions: Globalized approaches to the teaching of writing. International Exchanges on the Study of Writing. The WAC Clearinghouse; University Press of Colorado. https://wac.colostate.edu/books/international/translingual/
Gage, Scott, & Fleckenstein, Kristie (Eds). (2022). Violence in the work of composition: Recognizing, intervening, ameliorating. Utah State University Press. http://doi.org/10.17616/R31NJMSY
García de Müeller, Genevieve. Antiracist WAC toolkit. Syracuse University, https://thecollege.syr.edu/writing-studies-rhetoric-and-composition/writing-across-curriculum/antiracist-wac-toolkit/. Nov. 30, 2020.
Garcia de Mueller, Genevieve, & Ruiz, Iris. (2017). Race, silence, and writing program administration: A qualitative study of US college writing programs. WPA: Writing Program Administration, 40(3), 19-39.
Gere, Anne Ruggles, Curzan, Anne, Hammond, J. W., Hughes, Sarah, Li, Ruth, Moos, … & Zanders, Crystal J. (2021). Communal justicing: Writing assessment, disciplinary infrastructure, and the case for critical language awareness. College Composition and Communication, 72(3), 384-412.
Gere, Anne Ruggles, Knutson, Anna V., & McCarty, Ryan. (2018). Rewriting disciplines: STEM students’ longitudinal approaches to writing in (and across) the disciplines. Across the Disciplines, 15(3). http://wac.colostate.edu/atd/trans_wac/gereetal2018.pdf
Gustafsson, Magnus, & Andreas, Eriksson (Eds.). (2022). Negotiating the intersections of writing and writing instruction. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/INT-B.2022.1466
Hubrig, Ada/Adam, Olivas, Bernice, Van Duke, Turnip, Lovett, Sara, Rousculp, Tiffany, & Bernstein, Susan Naomi. (2022). Symposium: Cultivating anti-ableist action across two-year college contexts. Teaching English in the Two Year College, 49(3), 257-272.
Hall, Jonathan, & Horner, Bruce (Eds.). (2023). Toward a transnational university: WAC/WID across borders of language, nation, and discipline. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/ATD-B.2023.1527
Hanauer, David. I., Sheridan, Cheryl. L., & Englander, Karen. (2019). Linguistic injustice in the writing of research articles in English as a second language: Data from Taiwanese and Mexican researchers. Written Communication, 36(1), 136-154. https://doi.org/10.1177/0741088318804821
Inoue, Asao B. (2022). Labor-based grading contracts: Building equity and inclusion in the compassionate writing classroom (2nd ed.). The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/PER-B.2022.1824
Inoue, Asao, & Poe, Mya. (2012). Race and writing administration. Peter Lang. https://www.peterlang.com/document/1109196
Jordan, Jay. (2022). Grounded literacies in a transnational WAC/WID ecology: A Korean-U.S. study. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/INT-B.2022.1503
Kells, Michelle H. (2019). Doing democracy: The Salt of the Earth Recovery Project – Citizen scholars and activist writing across communities. Open Words: Access and English Studies, 12(1), 8-41. https://doi.org/10.37514/OPW-J.2019.12.1.02
Kester, Jessica, Rebecca Block, Reinfeld Karda, Margaret, & Orndorff III, Harold. (2016). Improving success, increasing access: Bringing HIPs to open enrollment institutions through WAC/WID. Across the Disciplines, 13(4), 1–17. https://doi.org/10.37514/ATD-J.2016.13.4.15
LeCourt, Donna. (1996). WAC as critical pedagogy: The third stage? JAC: The Journal of Advanced Composition, 16(3), 389–405.
Martini, R. H., & Webster, T. (2021). Anti-racism across the curriculum: Practicing an integrated approach to WAC and writing center faculty development. Writing Program Administration, 44(3), 100.
Martins, David, Schreiber, Brooke, & You, Xiaoye (Eds.). (2023). Writing on the wall: Writing education and resistance to isolationism. Utah State University Press. https://doi.org/10.7330/9781646423248
Mecklenburg-Faenger, Amy, Handley, Brandi, & Donnelli-Sallee, Emily. (2022). Making WAC accessible: Reimagining the WAC faculty workshop as an online asynchronous course. Across the Disciplines, 18(3-4), 244-264. https://doi.org/10.37514/ATD-J.2022.18.3-4.03
Meyer, Craig A. (2020). Understanding student needs during a pandemic. Double Helix: A Journal of Critical Thinking and Writing, 8(1), 1-6. https://doi.org/10.37514/DBH-J.2020.8.1.05
Mills, Anna (Curator). (2022). AI text generators and teaching writing: Starting points for inquiry. Last Updated February 14, 2023.
Mlyn, Eric. (2022). Our house is burning. Inside Higher Ed. Retrieved from https://www.insidehighered.com/views/2022/08/22/higher-ed-must-confront-threats-democracy-opinion
Morrison, Bruce, Chen, Julia, Lin, Linda, & Urmston, Alan (Eds.). (2021). English across the curriculum: Voices from around the world. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/INT-B.2021.1220
Norment Jr., Nathaniel. (2021). The Black Ink Project [program profile]. Composition Forum, 47. https://compositionforum.com/issue/47/black-ink-project.php
Poe, Mya. (2016). Reframing race in teaching writing across the curriculum. In Frankie Condon & Vershawn Ashanti Young (Eds.), Performing antiracist pedagogy in rhetoric, writing, and communication (pp. 87–105). The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/ATD-B.2016.0933.2.04
Poe, Mya, & Inoue, Asao B., & Elliot, Norbert (Eds.). (2018). Writing assessment, social justice, and the advancement of opportunity. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/PER-B.2018.0155
Poe, Mya, Lerner, Neal, & Craig, Jennifer. (2014). Learning to communicate in science and engineering: Case studies from MIT. MIT University Press. https://doi.org/10.7551/mitpress/7702.001.0001
Tardy, Chris. (2017). Crossing, or creating divides? A plea for transdisciplinary scholarship. In B. Horner & L. Tetrault (Eds.), Crossing divides: Exploring translingual writing pedagogies and programs. Utah State University Press. http://www.jstor.org/stable/j.ctt1r6b08q
Villanueva, Victor. (2001). The politics of literacy across the curriculum. In Susan H. McLeod, Eric Miraglia, Margot Soven, & Christopher Thaiss (Eds.), WAC for the new millennium: Strategies for continuing writing-across-the-curriculum programs (pp. 165–178). NCTE. https://www.jstor.org/stable/43501598
Zawacki, Terry Myers, & Cox, Michelle (Eds.). (2013). WAC and second language writers: Research towards linguistically and culturally inclusive programs and practices. Parlor Press and Perspectives on Writing: The WAC Clearinghouse. https://doi.org/10.37514/PER-B.2014.0551
Zawacki, Terry Myers, & Habib, Anna. (2014). Internationalization, English L2 writers, and the writing classroom: Implications for teaching and learning. College Composition and Communication, 65(4), 650-658. https://www.jstor.org/stable/43490878