Welcome to the WAC 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.
Important Note: We're seeing some occasional connection errors when we connect to the CompPile databse. We're working on the problem and hope to have it addressed soon. In the meantime, if you get an error message when searching the database, please refresh the page. We apologize for the inconvenience.
Addison, Joanne; Sharon James McGee. (2010). Writing in high school/writing in college: Research trends and future directions. College Composition and Communication 62.1, 147-179.
Outlines major large-scale writing research projects done within the ten years preceding article publication. Using student responses to the National Survey of Student Engagement’s (NSSE) 'writing-specific' questions, Addison and McGee identified five scales that 'describe the quality of undergraduate writing and establish that certain types of writing are substantially related to NSSE’s deep learning subscales, especially higherorder thinking and integrative learning,' through investigating: pre-writing activities, instructor articulation of clear expectations, the assignment of higher-order writing tasks, good instructor practices such as student collaboration, sample review and opportunities for writing practice, and evidence of student use of integrated media like the inclusion of visual content in their writing. Upon comparison of the aggregate data from the studies referenced above using these five scales, Addison and McGee found that college and high school faculty across the curriculum only diverged in their practices in terms of assigning higher-order writing tasks and using integrated media . Yet, college faculty tended to provide fewer opportunities for peer review and 'informal, exploratory' writing. Alternately, student and teacher as well as instructor-workplace perceptions and expectations about writing were far less congruent. In response, calls for the following future actions: the creation of 'WAC-centered vertical curriculum' between high schools and colleges that concretely emphasizes the transfer of skills related to not only essay but also narrative and critical research-based writing , including interdisciplinary rhetorical analysis and workplace genres; the establishment of future research partnerships between large organizations like NSSE and WPA jointly guided by the Committee on Research and Committee on Professional Visibility and Databases within CCCC; and the formation of an online repository by NCTE/CCCC to archive the raw data and tools used in writing studies as a resource for upcoming research and advocacy efforts [Rachel E. H. Edwards, Alignments and Alliences: Smoothing Students' Transitions from High School English to First-Year College Writing, WPA-CompPile Bibliographies, No. 20]
Keywords: writing-studies, school-college, articulation, literacy, WAC, scale, deep learning, curriculum, workplace, genre, best-practices, academic, research-method, future, trend, National Survey of Student Engagement’s (NSSE), WPA Committee on Research and Committee on Professional Visibility and Databases, CCCC, data repository, digital, rhetorical-analysis, interdisciplinary, trend
Bateman, David N.. (1975). Corporate communications of advocacy: Practical perspectives and procedures. Journal of Business Communication 13.1, 3-11.
Blau, Sheridan. (2010). Academic writing as participation: Writing your way in. In Sullivan, Patrick; Tinberg, Howard; Blau, Sheridan (Eds.), What is “college-level” writing? Volume 2: Assignments, Readings and Student Writing Samples; Urbana, IL: National Council of Teachers of English.
Blau describes and models his methodology and classroom practice of a genre-specific approach that purports to enable the transition of high school, community college and first-year college students into the university academic discourse community. Blau bases his claims of efficacy on anecdotal reports, observations done in New York City community colleges and high school classrooms as well as the application of research and theory. Blau suggests that students ought to write share and discuss literary commentary so they can concretely enact the formation of genuine academic discursive practices. These student commentaries are used for longer papers where students read, respond to and cite each other’s work. Blau contends that this 'genre-creating program' promotes the 'critical thinking' that is essential to the reading and writing involved in 'college-level discourse' because it lends students academic authority, in that they are originators and evaluators of a shared classroom disciplinary textual [Rachel E. H. Edwards, Alignments and Alliences: Smoothing Students' Transitions from High School English to First-Year College Writing, WPA-CompPile Bibliographies, No. 20]
Keywords: school-college, two-year, research-method, New York City, discourse-community, genre-specific, disciplinary, convention, WAC, critical-thinking, research-practice, theory-practice, discursive, praxis
Boland, Sally. (1989). How I started using WAC and ended up taking algebra again: A review of useful works on writing across the curriculum [review-essay]. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 01, 71-76.
Boland, Sally. (1997). How I started using writing across the curriculum and ended up taking algebra again: A review of useful works on writing across the curriculum [reprint]. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 08, 110-114.
McClure, Randall. (2009). Examining the presence of advocacy and commercial websites in research essays of first-year composition students. link to full text. WPA: Writing Program Administration 32.3, 49-74.
Roen, Duane H.; Stuart C. Brown. (1986). A sampling of the best: Interviews with fourteen writing emphasis instructors [in-house report]. Tempe, AZ: University of Arizona, University Composition Board for the Intercollegiate Writing Committee.
Smith, Raymond; Christine Farris. (1997). Adventures in the WAC assessment trade: Reconsidering the link between research and consultation. In Yancey, Kathleen Blake; Brian Huot (Eds.), Assessing writing across the curriculum: Diverse approaches and practices; Greenwich, CT:Ablex [ERIC Document Reproduction Service, ED 445 351].
Keywords: WAC, assessment, practice-research
Soffree-Cady, Flore. (1987). A pedagogical theory and practice for college writing courses and writing across the curriculum courses: A social constructionist perspective on learning through argument. ERIC Document Reproduction Service, ED 384 911.
Warriner, John. (1980). The Rite-Aid Spiral Theme Notebook. http://comppile.org/archives/fforum/fforum1(2).htm [fulltext]. fforum: A Newsletter of the English Composition Board, University of Michigan 01.2, 30-31, 49.