|DOI (Digital Object Identifier) Link:||https://doi.org/10.1177/1474022210374641|
|Google Scholar:||Look up in Google Scholar|
This special issue came out of the inspiration, discussions and US-UK collaborations in the first Cornell consortia for Writing in the Disciplines (WiD). The two facets of WiD that had particular resonance for us were that disciplinary knowledge is *created*, not merely *communicated*, in disciplinary writing and therefore should be taught in writing-intensive courses taught by disciplinary, not ‘writing’ experts. And secondly that all writers in the discipline are part of a potentially transformational community of discourse: students, doctoral, adjuncts and senior Faculty alike. This issue comes out of that WiD vision, with WiD and Speech in the Disciplines fora from the Ivy League Dartmouth College, Queen Mary and University Colleges, London University and concluding with Roth’s coda ‘beyond writing’, questioning the disciplinary centrality of writing itself in an era of fast-changing communications.
|Item Type:||Journal Article|
|Copyright Holders:||2010 The Author|
|Extra Information:||Editorship and editorial introduction to a special edition of Arts and Humanities in Higher Education, volume 9(2), June 2010.
|Keywords:||academic literacies; writing in the disciplines; WiD; academic voice; academic identity|
|Academic Unit/School:||Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Janet Parker|
|Date Deposited:||24 Jan 2012 12:08|
|Last Modified:||07 Feb 2017 11:15|
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