Dear Ritter,

Chapter 1 in WAC For the New Millennium interested me the most of all the readings. My definition of WAC was a lot more limited before reading this chapter. WAC seems to play a critical role in all aspects of education and pedagogy, and it's dealing with much wider goals than one may think it could be capable of. WAC is concerned with all aspects including English Language learners, service learning, community, assessment, peer review, technology, and so much more. The sections of the reading on technology and assesment were very interesting to me. both sections illustrated WAC's abilities to succeed. WAC technology is being used in possitive helpful ways, while WAC is alos playing a significant role in formative assesments. For example, the addition of essays in both the SAT's and in many Regents examinations.

This chapter as well as chapter 2 in Writing to Learn expresses the importance of peer tutoring/response. Clearly, peer tutoring/response is an effective strategy in most class rooms. WACNM says, "...students can learn from each other as well as from teachers and books" (WACNM, 15). Writing to learn agrees when it says, "When students regularly write about the assigned readings for a class and then read and respond to what their classmates have written, they often can learn the concepts and subject matter of a course better, and remember it longer" (Writing to Learn, 41). I have two concerns with this peer tutoring/response. One is I have to wonder if this is something that is taking place in other subject classrooms, or is it mostly in English classes? The other question I had about this is; how should teachers go about peer tutoring/review? Although good examples were brought up in the readings, it seems to be all theory and fewer specifics on practice.

I can see the connection WAC has with many issues and aspects that educators encounter; however WAC's participation in some of these were not made as clear as others. For example how is the author saying that WAC is directly related to "Curriculum-based peer tutoring programs..." (WACNM, 16)? Many tutors in tutoring programs have never even heard of WAC's significance, nor do many tutors receive WAC workshops or guidance.

Another thing about this chapter on WAC that concerned me was the fact that there was an immense amount of talk about WAC's implementation in higher education and universities. Shouldn't we also focus on including WAC at an earlier age for students? WAC's goals will probably be more effective when such strategies and ideas are being practiced earlier on in student's educational careers, so why the focus on higher education?

Engaging ideas by Jean C. Bean relates to the importance of communication when he says, "Good writing, I like to tell my students, grows out of good talking..." (Engaging Ideas, 7). Similarly WACNM says, "...as students learn from each other. Courses move from being lectures to conversations." (WACNM, 11) This goal is at the forefront of most educators; however, I have to wonder what are the next steps and developing ideas that WAC has in mind to continue this approach in our classrooms? What kinds of things should we assume to expect from such an involved education program?

- Crystal Rios

P.S. I'm sure this is more than 300 words (sorry I couldn't help it), so don't feel obligated to respond to and answer every part of this letter.