Abstract

LeCourt extends McLeod's notion of WAC consultants being agents of change and experimentation by suggesting that WAC consultants move beyond their current perceptions of disciplinary communities as being too rigid and resistant to changes in the teaching of writing within their disciplines. As the 'third stage' of WAC, LeCourt suggests that WAC consultants not only to use students as 'active partners' in creating change within foundationalist disciplines, but also use critical theory to bridge the gap between the two communities. [WAC Clearinghosue]