Since the mid-seventies, composition scholars have been developing WAC teaching strategies to help faculty incorporate writing and critical thinking into their courses.
These strategies include approaches to:
- assignment design;
- scaffolding writing assignments;
- sequencing assignments within a course;
- articulating grading criteria;
- incorporating writing-to-learn activities;
- managing instructor workload;
- working with multilingual students.
The WAC strategies an instructor chooses depend upon the course’s context and learning outcomes. According to the authors of In the Long Run: A Study of Faculty in Three Writing-Across-the-Curriculum Programs, “The introduction of WAC is not the dropping of pebbles into an empty jar, but an influence upon what are, and must remain, the faculty members’ strategies, born in their own situations, incorporated into their own teaching philosophies, twisted by their constraints of time and resources, and wonderfully transformed by their enthusiasm and creativity” (Walvoord et al. 92).