“Marking is soul-destroying,” proclaimed a disheveled looking woman in the front row. “I’m not kidding,” she insisted, “it is actually destroying my soul.” Shouts of Amen! came from several teachers in the crowd, and the woman with the destroyed soul leaned forward, looking eager to hear whatever advice the workshop leader might offer. This was not a light-hearted affair. She needed help.
To provide more opportunities for students to practice writing, many universities instituted Writing Across the Cur riculum (WAC) programs starting in the 1980s. These programs are based on the principles that writing promotes learning, that writing is the responsibility of all content teachers, that writing should be integrated in all disciplines through out a student’s educational career, and that only by practicing authentic writing in every discipline will students learn to communicate within that discipline (The WAC Clearinghouse, 2009). These collaborative programs have filtered into K-12 secondary schools, espe ially in the last decade due to the standards movement (Brewster and Klump, 2004).