Starting off with an examination of the core issue, that WAC should be promoting learning to write in the disciplines instead of writing to learn, Waldo proposes:
*housing WAC in comprehensive writing centers independent of any other department;
*using dialogue and inquiry rather than prescriptive techniques in the WAC program's interaction with faculty in other disciplines; and
*phasing out writing assessment that depends on one test measuring the writing abilities of students from all disciplines.
In the process of making his case, Waldo discusses tutor training, faculty consultancy, and multilayered assessment programs. In addition to presenting the theoretical and practical advantages of discipline-based WAC programs, he also offers clear and compelling evidence from his own institution that supports the success of this approach to writing instruction.
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