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Published in: Special Issue: WAC and High-Impact Practices: Across the Disciplines, vol. 3, no. 4, 2016


Institutions of postsecondary education, and the field of writing across the curriculum and in the disciplines (WAC/WID) in particular, need to do more to trouble learning paradigms that employ writing only in service to particular disciplines, only in traditional learning environments, and only in particular languages, or in service to an overly narrow or generalized idea of who students are, where they're going, and what they need to get there. In relating a cross-section of a larger effort to study and support writing as a high-impact practice in a student chapter of an international nonprofit humanitarian engineering student organization, I will demonstrate that WAC/WID can and should empower students to use writing in student organizations, especially those that align with the four learning outcomes deemed essential by the National Leadership Council for Liberal Education and America's Promise, as a means of integrating into and interrogating their social and political realities, and reshaping postsecondary education to better meet their needs and goals as individual learners and as citizens in a deliberative democracy.