Studies in Writing & Rhetoric (SWR) series. 176 pp. 2011. College. NCTE/CCCC and Southern Illinois University Press. ISBN 0-8093-3019-5.
Listen to the Podcast interview with author Mary Soliday and CCCC member Elaine Hays, and view a video, "Access to Learning," from the author:
Purchase Everyday Genres in the NCTE Bookstore
Mary Soliday completed her Ph.D. in British literature at the University of Illinois, Champaign-Urbana, where she directed the first university-wide writing center. She completed her dissertation on eighteenth-century fiction in 1990, and then taught at the City College of New York, City University of New York for 17 years. At City, Soliday directed the campus writing center and then the writing across the curriculum program. With Barbara Gleason, she wrote a FIPSE grant to develop a writing program that mainstreamed remedial students with freshmen. She also taught upper-level writing intensive courses in literature.
Professor Soliday joined the faculty at San Francisco State in 2008, and began to direct a new writing across the curriculum / in the disciplines program while also teaching in the undergraduate writing and literature, and MA in Composition, programs in the Department of English. She has made, and maintains, a website for the SF State WAC program (http://wac.sfsu.edu)
Professor Soliday is the author of The Politics of Remediation: Institutional and Student Need in Higher Education (University of Pittsburgh Press, 2002), which received the 2004 Outstanding Book Award from the College Conference on Composition & Communication; Everyday Genres: Writing Assignments Across the Disciplines (Studies in Writing & Rhetoric, Southern Illinois U P, 2011); and many articles in essay collections and journals such as College English and College Composition and Communication. She is currently working with her composition colleagues on a study of how students transfer writing and reading skills across rhetorical situations.
Writing across the curriculum; WAC; writing in the disciplines; WID; genre theory; CUNY; writing fellows; faculty development