Charles Bazerman (Edited by) , David Russell (Edited by)

• Contents: Preface: Writing Across Curriculum as a Challenge to Rhetoric and Composition (1994). Introduction: The Rhetorical Tradition and Specialized Discourses (1994). Section 1: Twentieth Century Beginnings.D.R. Russell, American Origins of the Writing-across-the-Curriculum Movement (1992). J.F. Hosic, Effective Ways of Securing Co-operation of All Departments in the Teaching of English Composition (1913). Section 2: Recent Programmatic and Institutional Projects.N. Martin, P. D'Arcy, B. Newton, R. Parker, The Development of Writing Abilities (1976). T. Fulwiler, How Well Does Writing Across the Curriculum Work? (1984). J.L. Kinneavy, Writing Across the Curriculum (1983). S.H. McLeod, Writing Across the Curriculum: The Second Stage, and Beyond (1989). Section 3: What Happens in the Disciplinary Classroom?J. Emig, Writing as a Mode of Learning (1977). A.J. Herrington, Writing in Academic Settings: A Study of the Contexts for Writing in Two College Chemical Engineering Courses (1985). L.P. McCarthy, A Stranger in Strange Lands: A College Student Writing Across the Curriculum (1987). Section 4: Writing in the Disciplines.C. Bazerman, What Written Knowledge Does: Three Examples of Academic Discourse (1981). G. Myers, The Social Construction of Two Biologists' Proposals (1985). C. Berkenkotter, T.N. Huckin, J. Ackerman, Social Context and Socially Constructed Texts (1991).