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The WAC Journal 36 (2025)
Paperback
General ReferenceWriting InstructionGeneral Education
ISBN13: 9781643176567
Publisher: Parlor Press
Published: Oct 30 2026
Pages: 160
Weight: 0.49
Height: 0.37 Width: 6.00 Depth: 9.00
Language: English
The longest-running national peer-reviewed journal dedicated to writing across the curriculum, the WAC Journal is an open-access journal published annually by Clemson University, Parlor Press, and the WAC Clearinghouse. It is available in print through Parlor Press at https: //parlorpress.com/products/wac-journal and in open-access format through the WAC Clearinghouse at https: //wacclearinghouse.org/journal/. The WAC Journal supports various approaches to and discussions of writing across the curriculum. We publish submissions from all WAC scholars that focus on writing across the curriculum, including topics on WAC program strategies, techniques, and applications; emergent technologies and digital literacies across the curriculum; antiracist pedagogies; feminist rhetorics across the curriculum; intersectional contexts of feminism; international WAC initiatives; and writing in the disciplines at the college level.
CONTENTS of VOLUME 36 (2025): FROM THE WAC JOURNAL EDITORS: The End of the Beginning by David Blakesley and Cameron Bushnell EDITORS' INTRODUCTION: Eyes on the Horizon: WAC, Anti-Racism, and the Antinomies of Institutionalization by Sophia Hsu, Austin Bailey, and Sarah Ohmer ARTICLES: Forgotten Foundations: Austerity, Labor, and Crossroads of a Liberatory WAC at CUNY by Swan Kim The Myth of Sustainability: Embracing the Absurdity of WAC Programmatic Endurance by Tiffany Rousculp Defining Anti-Racism for Writing Across the Curriculum and Beyond by Logan Middleton and Nicole Turnipseed Beyond the Placeless Toolkit: The Antiracist Possibilities of Place-Based and Land-Based Pedagogies in WAC Faculty Development by Lindsey Albracht Redefining Disciplinary Conventions: The Role of a Racial Literacy Framework in WAC Programming and Outreach by Gina Atkins Experiments in Consent-Based Pedagogies by Alyshia Gálvez Lessons from the Margins: A Collaborative Autoethnographic Case Study on a Writing-to-Learn Summer Enrichment Program Serving Historically Underrepresented University Students by Lizette Aguilar and Steve Duarte CONTRIBUTORS
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