LSU Communication across the Curriculum
LSU Communication across the Curriculum is a program at Louisiana State University (LSU) that works to improve the communications skills of students. This includes writing, public speaking, visual and technological communication skills. The program is a successor to the Writing across the Curriculum and Writing in the Disciplines programs.
Historically, academia has focused on improving students' writing skills,[1] but has put little emphasis on communication skills as a whole to include, incorporating oral competencies, visual literacy, and application of technological communication tools in addition to writing.[2]
LSU is the only institutionalized program that equally emphasizes written, spoken, visual, and technological communication within disciplines. The LSU Communication across the Curriculum program[3][4] has adjusted its model to benefit from the knowledge of what has and has not worked at other institutions,[5] and takes into account the rapidly changing demands of communication in the 21st century.[6]
External links
[edit]LSU Communication across the Curriculum
References
[edit]- ^ Bazerman, Charles, Adair Bonini, and Débora Figueiredo, eds. Genre in a Changing World. West Lafayette, IN: Parlor Press, 2009. Print.
- ^ Kress, Gunther. Literacy in the New Media Age. Routledge. NY: New York, 2003. Print.
- ^ Bazerman, Charles and David R. Russell, eds. Landmark Essays on Writing across the Curriculum. Davis, CA: Hermagoras, 1994. Print.
- ^ McLeod, Susan H., Eric Miraglia, Margot Soven, Christopher Thaiss eds. WAC for the New Millennium: Strategies for Continuing Writing-Across-The-Curriculum-Programs. Urbana, IL: NCTE, 2001. Print.
- ^ Anson, Chris M., John E. Schwiebert, and Michael M. Williamson. Writing across the Curriculum: An Annotated Bibliography. Westport, CT: Greenwood Press, 1993. Print.
- ^ Hawisher, Gail E and Cynthia Selfe. "Becoming Literate in the Information Age: Cultural Ecologies and the Literacies of Technology." College Composition and Communication 55.4 (2004): 642-92. Print.
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