ABSTRACT
One of the single most effective ways to have students realize their learning strategies and achieve authority over their work is through writing. Writing, as we have seen in the past twenty years or so, has been used creatively across all disciplines; however, though Writing Across the Curriculum (WAC) programs have helped raise our consciousness concerning writing and learning, there has been backsliding-a nomorewriting backlash, a less-writing backlash-affecting English departments out of which WAC programs sprang. This has been caused by many factors, ranging from the increase in class sizes, to an attitude suggesting that some courses require less writing than others, thus relegating a larger burden of responsibility for writing to traditional composition courses.
