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Abstract:
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One of the ongoing issues with WAC programs is how to best utilize them. Most programs are designed with instructors in mind. The need to assist instructors teaching in a variety of disciplines with their writing assignments and how they approach writing in the classroom has been an important aspect of how WAC programs are utilized, with varying degrees of cooperation and participation from instructors. This thesis will focus primarily on how one community college is utilizing its own WAC program and how the needs of both its students and its faculty are influencing important and positive changes that are changing both the dynamics and the perception of what a WAC program can become. However, this thesis also criticizes the curriculum and how basic writing students must traverse the seemingly insurmountable obstacles found to be formidable in achieving success in the classroom. Most importantly, the utilization of a WID program designed to specifically focus on beginning writing students who need support in specific disciplines such as history and psychology are explored. The conception, utilization, problems and successes are explored regarding how this WID program, titled Learning Groups, worked. |
