The WAC Clearinghouse Bibliography
Welcome to the WAC Clearinghouse Bibliography. The bibliography, developed and presented in collaboration with CompPile, was developed to support teachers across the disciplines who are interested in using writing and speaking in their courses; scholars who are interested in WAC theory and research; and program administrators, designers, and developers who have interests in the latest work in faculty outreach, program design, and assessment.
To view entries in the bibliography, follow the links to the right. If you are a member of the Clearinghouse, you can add, update, or delete any entries you have added to the bibliography.
— Justin Jory
Bibliography Editor
Bibliography Category: Curriculum and Lesson Planning
Cohen, Samuel. "Tinkering toward WAC Utopia." Journal of Basic Writing 21.2 (2002): 56-72.
This article suggests that WAC can be used to foster critical thinking even in very simple writing exercises, and gives examples of some useful exercises. Cohen says teachers are obligated to help all students think critically, in this age of globalization.
Available online as part of the Academic.Writing series, Landmark Publications in Writing Studies, Language Connections focuses on general language skills teachers in all disciplines can use "to enhance student learning and, at the same time, reinforce the more specific language skills taught by reading, writing and speech teachers" (ix). The 12 chapters address issues including journal writing, problem solving approaches to writing, transactional writing, writing to learn, reading processes, and conferencing. An annotated bibliography is provided.
Originally published as "Transactional Dynamics of Paired Fiction Writing," this is the best writing lesson I have ever used. I believe that students and teachers can use story writing quickly and easily to experience a wide range of topics and this lesson plan will enable teachers across the curriculum to use writing to build an improved sense of community and creativity in their classes.
After teachers articulate their goals for incorporating writing into courses, working backwards from the goals to specific assignments can be relatively straightforward. This article provides a process for teachers to determine goals and then devise writing assignments to fit those goals.
Monroe, Jonathan. Writing and Revising the Disciplines. Ithaca, NY: Cornell University Press, 2002.
Writing and Revising in the Disciplines consists of a series of essay on practical strategies for teaching writing in the physical sciences, the social sciences, and the humanities.
Orr, John C. "Instant Assessment: Using One-Minute Papers in Lower-Level Classes." Pedagogy 5.1 (2005): 108-111.
Orr suggests that teachers end their classes with a one-minute, anonymous writing on what each student thinks the "point" of the class was, and what they were confused about. This is instant feedback for the teacher, and gives shy or uncertain students a space to ask questions.
This article reports on how a computer science professor and a Ph.D. student in English turned a graduate seminar into a vehicle for teaching reviewing to graduate
students. The evaluation and conclusions may help others do likewise. This is an extended version of the article, available on the first author's Web site.
Ronald, Kate. ""Befriending" Other Teachers: Communities of Teaching and the Ethos of Curricular Leadership." Pedagogy 1.2 (2001): 317-326.
Ronald cites the influence of the writer Marshall Gregory on two of her recent projects at Miami University. She was a WAC administrator, in charge of a WAC initiative in the School of Business, and she was part of a team that redesigned the University's core composition class. In both cases, Gregory's theory that pedagogy is as important as curriculum guided her. In particular, she feels that a writing administrator must "embody" the "good news" of WAC and of teaching academic and public contexts for writing. WAC people must "befriend" other teachers and create community. Curricular change is not enough.
Roost, Alisa. "Writing Intensive Courses in Theatre." Theatre Topics 13.2 (2003): 225-233.
Explains how to incorporate writing into drama classes. The author examines writing in her field, observing that drama students improvise, and learn by doing. Thus, teachers need to teach revision and structure. At the same time, writing should be practical: journals about students' own acting, group scene writing, and research papers that culminate in performances. Also explains how to work in peer response.
Sargent, M. Elizabeth. "Peer Response to Low Stakes Writing in a WAC Literature Classroom." New Directions For Teaching and Learning 69 (1997): 41-52.
Explains how to use “inkshedding” in lower-division classes, and cope with the mass of student writing produced. Sargent defines inkshedding as focused writing, on class topics, that students expect to share. The term avoids the baggage that “freewriting” carries: inkshedding is not private or “personal.” Students read each other’s inksheds and respond; Sargent says this helps them conceptualize an academic field as an ongoing conversation. In her courses, students write responses every day. To cope with the mass of responses, she sets up student groups in which students read most of each other’s responses. She describes the logistics in detail.
Available online as part of the Academic.Writing series, Landmark Publications in Writing Studies, Teaching Writing Across the Curriculum provides a comprehensive, accessible discussion of teaching writing across the curriculum. Written by one of the leaders in the field, it offers a brief introduction to WAC and then discusses how writing can be used to help students learn and communicate.
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