In the year 2000, what started as an isolated pedagogical gambit at Glendale Community College (GCC) in Southern California has evolved into a program-wide initiative to revise the developmental composition curriculum and boost student learning outcomes. One instructor, frustrated with poor student motivation and success in his precollegiate…

This article describes the interpretive paraphrase class workshop method, which emphasizes dialogue as a centerpiece of the composing process and provides students with opportunities to re-envision their compositions based on the alternative readings of their peers. A major goal of this writing workshop is to create and sustain student-talk about…

This instructional note describes the process of rotating teacher participation in peer workshop groups and how this practice can enhance the workshop group dynamics, ease instructors' grading loads, and improve the level of peer feedback and draft revision in composition courses. (Contains 1 end note.)

Faculty resistance to Writing Across the Curriculum (WAC) is an issue that has been recognized by WAC program directors and practitioners for decades, yet it remains unresolved. Perhaps the problem is not resistance per se, but how we interpret and react to it. Faculty resistance is typically viewed as an impediment to the pedagogical change WAC…