Comparing speaking across the curriculum and writing across the curriculum programs

Abstract

Speaking (or oral communication) across‐the‐curriculum programs sometimes mirror approaches taken by the writing across‐the‐curriculum movement. To establish themselves as valuable curricular enterprises in their own right, speaking across‐the‐curriculum programs must articulate the unique philosophical and pedagogical contributions they offer. This essay explores the similarities and differences between writing and speaking across the curriculum programs in three areas‐the foundation experience, program objectives, and notions about process. The essay focuses more on differences than similarities, for careful examination of differences may aid speaking across the curriculum advocates in adding meaningfully to the theory and pedagogy of the language across‐the‐curriculum concept.

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