Hendrickson, Brian, and Garcia de Mueller, Genevieve. “Inviting students to determine for themselves what it means to write across the disciplines.” The WAC Journal, Vol. 27, 2016, pp. 74-93.

In the article, “Inviting students to determine for themselves what it means to write across the disciplines,” Brian Hendrickson and Genevieve Garcia de Mueller propose “the possibility of re-envisioning the role of the composition classroom within the broader literacy ecology of colleges and universities largely comprised of students from socioeconomically and ethno-linguistically underrepresented communities” (74). Hendrickson and Garcia de Mueller support their proposal through anecdotal evidence of a composition course and presenting the findings of pedagogical researchers, in particular those of Juan C. Guerra. Their purpose is to present an approach to writing programs while using a WAC/WID initiative in order to better serve students who are typically underrepresented in pedagogical strategies when trying to teach how to write across disciplines. They direct their article to teachers, scholars, and practitioners who want to see how WAC/WID can be approached with a writing across difference initiative. As a student and possible future teacher, I found their article as a whole a bit confusing. I wish they would have better explained WAC/WID because I’m still not really sure exactly what it means and how “writing across difference” is different or how they’re connected. I did find the examples of the students’ reflections on the class helpful in understanding the processes that the authors described when constructing the rubrics as a class contributed to the students’ understanding of writing, discourse, and literacy.