The new grass roots: Faculty responses to the writing-enriched curriculum

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Early in the chapter, Chris Anson refers to Cox, Galin, and Melzer (2018) to state that “sustainability is the lifeblood of WAC programs” (p. 46) and argues that what happens during the early stages of implementation is especially key to program sustainability. This chapter draws on interviews from WEC initiatives in several departments to report on how faculty attitudes toward writing were impacted during the implementation of WEC.