Margaret, Andrea, and whoever is following this thread, I'm going on a tangent from the WC issue, but ... > Sometimes > I think the main effect of WAC initiatives is on faculty: they become > more aware of the functions and processes of writing, at least, even > besides what students may learn. > Working on WAC on the other side of campus from you Margaret, I'd have to say this is absolutely true. I've found faculty are learning not only about writing but about assignment design and the effects of ideas. This sounds more arrogant than I intend: I'm not the one teaching faculty about the effects of ideas, but for example, as they see an assignment come in with massive plagiarism off the web, they will say, "oh, we can't do that sort of thing again." We can then begin to talk about what kinds of assignments tempt students to plagiarize (describe X, explain this phenomenon) and what kinds of assignments seem to let us free of it (analyze, synthesize, critique). As faculty get educated about this, they start to design better assignments. I find, though, that some are quicker learners and some just do the explain type assignments because they are lazy or rushed. How can I as WAC consultant, get faculty to take more time over assignment design? Any suggestions. Is anyone else out there involved in WAC issues too?