The WAC Bibliography

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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.

To view entries in the bibliography, follow the links to the right. If you are a member of the Clearinghouse, you can recommend new sources for the bibliography.

— Justin Jory
Bibliography Editor

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Program Design

Abrams, Lowell. (2017). Seeing the forest and the trees when writing a mathematical proof. link to full text. Prompt: A Journal of Academic Writing Assignments, 19-28.
Abstract: One of the typical challenges facing a mathematics student when writing a proof is the need to understand the interplay of details and broader concepts. I describe a multi-step proof-writing assignment used in a mid-level course for mathematics majors that is designed to help with this challenge by forcing students to incrementally increase their engagement with the various conceptual levels of the material at hand.
Keywords: MATHEMATICS, PROOF-WRITING, WID, WAC, ASSIGNMENT-WRITING, ASSIGNMENT, PEDAGOGY, REFLECTIVE PRACTICE,
Adams, Katherine H.. (1991). Satellite writing centers: A successful model for writing across the curriculum. In Wallace, Ray; Jeanne Simpson (Eds.), The writing center: New directions; New York: Garland Press.
Keywords: wcenter, satellite, program, WAC
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
Agatucci, Cora; Jack McCown; Mike Sequeria; Bruce Emerson. (1994). Writing and learning across disciplinary boundaries in college math and science courses. ERIC Document Reproduction Service, ED 377 501.
Keywords: Central Oregon Community College, two-year, WAC, problem-solving, program, assignment, mathematics-course, physics-course, syllabus
Allen, J. C.. (1991). Integrating undergraduate research with a writing program. Journal of Geological Education 39.3, 224-226.
Keywords: geology-course, advanced, intensive, linked, WAC, drafting, peer-evaluation, revising, Richard Lanham, paramedic method, Bucknell University, integrated, undergraduate
Ambron, Joanna Theresa. (1989). Implementing writing across the curriculum: Strategies in the biological sciences [doctoral thesis]. New York: Columbia University Teachers College.
Keywords: WAC, biology, journal-writing, freewriting, microtheme, clustering, implementation
Andrews, William L.. (2001). Teaching across the curriculum. ADE Bulletin, No. 128, 41-43.
Keywords: pedagogy, WAC, 'teaching across the curriculum, FYC, program-design, course-design
Angelo, Thomas A.. (1997). Seven promising shifts and seven powerful levers: Developing more productive learning (and writing) communities across the curriculum. http://wac.colostate.edu/atd/archives.cfm [full-text]. Language and Learning Across the Disciplines 02.2, 56-75.
This article has three aims: one, to highlight connections between the learning communities movement of the 1990s and the WAC movement; two, to discuss why the timing and circumstances may now be right for learning communities to overcome persistent barriers to instructional and curricular reform; and three, to promote conversation and collaboration between WAC and learning communities activists. The author suggests modest steps campus change agents might take to advance the shared reform agenda of both movements. [WAC Clearinghouse]
Keywords: WAC, learning-community, change, power, curriculum, reformist activism, guidelines, program-change, productive
Anonymous. (1955). Workshop and Panel-Discussion Reports of the 1955 Conference On College Composition and Communication. College Composition and Communication 06.3, 123-179.
Keywords: FYC, newspaper, pedagogy, wcenter, read-write, training, honors, basic, ESL, reading, citation, advanced, deterioration, WAC, articulation, listening, creativity, examination, techcom, WPA, comskills, spelling, program, grammar, major,
Anonymous. (1956). Workshop Reports of the 1956 Conference On College Composition and Communication. College Composition and Communication 07.3, 120-172.
Keywords: English-profession, ESL, WPA, honors, testing, placement, comskills, media, training, gen-ed, wcenter, articulation, two-year, in-service, grading, spelling, linguistics, WAC, textbooks, listening, class-size
Anonymous. (1957). Workshop Reports of the 1957 Conference on College Composition and Communication. College Composition and Communication 08.3, 131-196.
Keywords: English-profession, ESL, WPA, testing, comskills, media, gen-ed, articulation, two-year, linguistics, WAC, class-size, population, research, basic, group, teacher-evaluation, reading, nonverbal symbolism, anthropology, classroom, discussion, standards, television, library, term-paper
Anonymous. (1960). Workshop reports of the 1960 Conference on College Composition and Ccommunication. College Composition and Communication 11.3, 129-181.
Keywords: research, linguistics, media, comskills, WAC, pedagogy, personal, articulation, textbooks, techcom, communication, speech, grammar, semantics, two-year, training, large-university, WPA, honors, industry
Anonymous. (1961). Workshop reports of the 1961 Conference on College Composition and Communication. College Composition and Communication 12.3, 130-192.
Keywords: government, two-year, comskills, reading, FYC, paperbacks, textbooks, linguistics, training, articulation, honors, Rutgers, basic, ESL, WPA, techcom, placement, testing, standards, grammar, usage, rhetoric, term-paper, CAI, WAC, government, research
Anson, Chris M.. (2002). Writing intensity. In Anson, Christopher M. (Ed.), The WAC casebook: Scenes for faculty reflection and program development; New York: Oxford University Press.
Keywords: teacher-training, WAC, scenario, intensive
Anson, Chris M.. (2006). Assessing writing in cross-curricular programs: Determining the locus of activity. Assessing Writing 11.2, 100-112.
Keywords: WAC, cross-curricular, program, retraining, assessment, spatial, activity-analysis, large-scale, local assessment, place, locus
Anson, Chris M.; Deanna Dannels. (2009). Profiling programs: Formative uses of departmental consultations in the assessment of communication across the curriculum. [fulltext]. Across the Disciplines 06.
Implementation of communication-across-the-curriculum initiatives has outpaced their systematic assessment, leaving many stakeholders wondering whether faculty and students are benefiting from the emphasis on writing, speaking, and other communicative media in discipline-based courses and curricula. Increasing interest in assessment, however, has generated questions about which methods can best gauge the influence of CAC programs and activities on students' performance, faculty involvement, and curricular change. This essay describes a departmentally-based methodology for the formative assessment of CAC programs within academic disciplines. This methodology--the departmental profile--involves creating a status report of communication activities based on identified communication outcomes. Drawing on one departmental profile to illustrate this process, we explore ways in which the method can map a department's progress toward CAC implementation and thereby reinvigorate its attention to CAC as a sustained element of its teaching mission. [Authors' abstract]
Keywords: assessment, WAC, formative, program-validation, CAC, profiling, departmental rop, data, local assessment
Bailey, George; Gregory Ross. (1983). Overcoming declining literacy with personalized, programmed instruction. Teaching Philosophy 06.2, 139-145.
Keywords: WAC, philosophy-course, basic, decline, personalization, interactive, pre-writing software, programmed
Bakos, Jack D., Jr.. (1986). A departmental policy for developing communication skills of undergraduate engineers. Engineering Education 77, 101-104.
Keywords: WAC, civil-engineering-course, implementation, policy, undergraduate
Balestri, Diane; Harold Cochrane; Donald Thursh. (1984). High tech, low tech, no tech: Three case studies of computers in the classroom. ERIC Document Reproduction Service, ED 254 129. American Association for Higher Education Bulletin (December), 11-14.
Keywords: University of Illinois, computer, case-study, computerized textbook, spreadsheet, WAC, FYC, problem-solving, computer-programming, high-tech
Barnes, Douglas; Lionel Wilson. (1980). Interview [with Douglas Barnes]: Problems in putting language across the curriculum into effect. English Quarterly 13.3, 21-25.
Keywords: WAC, implementation, needs-analysis, faculty, school
Barnes, J. Neal. (1988). A writing-intensive course in automotive engine repair. In Killingsworth, Jimmie; Donald H. Cunningham; Laurie L. Jones (Eds.); Texas Tech University; Designing writing assignments for vocational-technical courses: A guide for teachers in the two-year college and technical institute; ERIC Document Reproduction Service, ED 298 331.
Keywords: WAC, nursing-course, assignment, techcom, vocational, automotive, writing-intensive, syllabus
Barnes, Marjorie. (1999). Writing-across-the-curriculum at Union County College. ERIC Document Reproduction Service, ED 437 110.
Keywords: two-year, WAC, Union County College, program history, survey, faculty-opinion, English-not-English, faculty-workshop, wcenter, program-program-validation newsletter, data
Barnett, Robert W.; Jacob S. Blumner (Eds.). (1999). Writing centers and writing across the curriculum programs: Building interdisciplinary partnerships. Westport, CT: Greenwood Press.
A collection of essays on the changing relationship between Writing Centers and WAC programs. The essays raise many issues: The expanding role of Writing Centers on campuses. The "housing" question - should WAC run the Writing Center? Or be run by it? The Writing Center as a site for uniting disciplinary writing projects. Writing Centers as ambassdors for WAC. Writing Centers and WAC research. 'Taking WAC away' from the English Department and housing it in the Writing Center. English faculty's concept of Writing Centers. A Center's role in a school without WAC. High-school Writing Centers. [WAC Clearinghouse]
Keywords: wcenter, WAC, interdisciplinary, program-design
Barnett, Robert W.; Lois M. Rosen. (1999). The WAC/writing center partnership: Creating a campus-wide writing environment. In Barnett, Robert W.; Jacob S. Blumner (Eds.), Writing centers and writing across the curriculum programs: Building interdisciplinary partnerships; Westport, CT: Greenwood Press.
Keywords: WAC, wcenter, interdisciplinary, ecological, campus-environment, implementation
Bateman, David N.. (1975). Corporate communications of advocacy: Practical perspectives and procedures. Journal of Business Communication 13.1, 3-11.
Keywords: business-communication, corporation, advocacy, workforce, public, best-practices, program, guidelines
Batsche, Catherine; American Association of State Colleges and Universities; Illinois State University. (1989). Undergraduate writing program: Illinois State University. ERIC Document Reproduction Service, ED 306 841.
Keywords: program-validation, Illinois State University, WAC, computer, placement, ancillary, tutoring, objective, undergraduate
Bazerman, Charles. (1992). Response [to Richard L. Larson]. College English 54.1, 91.
Keywords: WAC, program
Bazerman, Charles; Joseph Little; Lisa Bethel; Teri Chavkin; Danielle Fouquette; Janet Garufis. (2005). Reference guide to writing across the curriculum (Reference guides to rhetoric and composition). Fort Collins, CO: WAC Clearinghouse; West Lafayette, IN: Parlor Press http://wac.colostate.edu/books/bazerman_wac/.
Keywords: WAC, review-of-scholarship, history, write-to-learn, science-writing, rhetoric, disciplinary, assessment, program, needs-analysis, bibliography
Beadle, Mary E.. (1989). Evaluating writing across the curriculum: Struggles and insights. ERIC Document Reproduction Service, ED 316 562.
Keywords: Walsh College [Ohio], WAC, program-validation, student-opinion, faculty-opinion, grades, data, improvement, data
Bechard, Bonnie. (1998). Using writing in the business department to pursue excellence. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 09, 95-104.
Keywords: WAC, business-program, excellence, quality
BeMiller, Stephen; Lois Bueler; Tom Fox; Victor Lams; Joel Leonard; Anne Nordhus; Elizabeth Renfre; Brooks Thorlaksson. (1990). California State University, Chico. In Fulwiler, Toby; Art Young (Eds.) Programs that work: Models and methods for writing across the curriculum; Portsmouth, NH: Boynton/Cook Heinemann.
Keywords: program, WAC, California State University, Chico
Bensel-Meyers, Linda; Donald Samson; University of Tennessee, Learning Research Center. (1988). The role of rhetoric in academic inquiry: The philosophy and effect of the writing to learn program at UTK [University of Tennessee, Knoxville). ERIC Document Reproduction Service, ED 364 176.
Keywords: write-to-learn, University of Tennessee Knoxville, WAC, program, pedagogy, liberal arts, inquiry, philosophy
Berger, Jeffrey. (1985). Beyond the workshop: Building faculty development into the WAC program. ERIC Document Reproduction Service, ED 257 079.
Keywords: WAC, program, teacher-training, two-year, Community College of Philadelphia
Bergman, Linda S.. (2008). Writing centers and cross-curricular literacy programs as models for faculty development [review essay]. Pedagogy 08.3, 523-536.
Keywords: wcenter, cross-curricular, literacy, WAC, teacher-growth, literacy program
Bernhardt, Stephen A.; withGenelle Bedokis; Linda Stevens; Barbara Wilson; Suzanne Ludwig. (1986). Writing across the curriculum: Exemplary projects from the Illinois Humanities Council's Summer Institutes for second school teachers. ERIC Document Reproduction Service, ED 277 004. Illinois English Bulletin 74.1, 14-31.
Keywords: WAC, program, school, teacher-training, summer institute
Bertch, Julie. (1985). Writing for learning in the community college. ERIC Document Reproduction Service, ED 256 458.
Keywords: WAC, program, two-year, South Mountain Community College [Phoenix, Arizona], implementation, faculty-workshop
Bertch, Julie. (1985). Writing for learning: Starting a writing across the curriculum program in the community college. ERIC Document Reproduction Service, ED 256 387.
Keywords: two-year, implementation, program, WAC, write-to-learn
Berthelsen, Alice. (1988). A writing-intensive course in fashion promotion. In Killingsworth, Jimmie; Donald H. Cunningham; Laurie L. Jones (Eds.); Texas Tech University; Designing writing assignments for vocational-technical courses: A guide for teachers in the two-year college and technical institute; ERIC Document Reproduction Service, ED 298 331.
Keywords: design-course, writing-intensive, WAC, assignment
Bevis, Herbert A.; Ronald H. Carpenter; John Faricy; Daniel L. Kelly; Chris Morris; Kathleen Ritch; Jeanine Webb; War Hellstrom. (1978). Report of the Taskforce on Composition. ERIC Document Reproduction Service, ED 177 570.
Keywords: school-college, preparation, in-service, teacher-training, assessment, CLEP, advance-credit, equivalency, placement, rising-junior, WAC, wcenter, funding, survey, program, data
Billings, Andrew. (2005). New designs for communication across the curriculum. In McGee, Sharon James (Ed.), Discord and direction: The postmodern writing program administrator; Logan, UT: Utah State University Press.
Keywords: WPA, change, WAC, curriculum-design
Bird, Barbara. (2012). Rethinking our view of learning. Writing Lab Newsletter 36.5-6, 1-5.
Keywords: wcenter, theory-practice, evidence-based, deep learning, impressionistic thinking, self-efficacy, self-regulatory, assessment
Bishop, Wendy. (2002). In the writing-intensive univers(ity). In Anson, Christopher M. (Ed.), The WAC casebook: Scenes for faculty reflection and program development; New York: Oxford University Press.
Keywords: teacher-training, WAC, scenario, writing-intensive
Bitsche, Cathy. (1988). A writing-intensive course in respiratory care. In Killingsworth, Jimmie; Donald H. Cunningham; Laurie L. Jones (Eds.); Texas Tech University; Designing writing assignments for vocational-technical courses: A guide for teachers in the two-year college and technical institute; ERIC Document Reproduction Service, ED 298 331.
Keywords: nursing-course, respiratory care, writing-intensive, WAC
Blair, Catherine Pastore. (1988). Only one of the voices: Dialogic writing across the curriculum. College English 50.4, 383-389.
Keywords: WAC, department, social, epistemological, constructivist, dialogic, Bakhtin, Freire, freestanding, program-design, teacher-as-writer, teacher-student
Blair, Rebecca. (1994). The Westminster writing assessment program: A model for small colleges. ERIC Document Reproduction Service, ED 374 449.
Keywords: WAC, program-validation, sampling, criteria, guidelines, Westminster College
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
Bloch, Joel; Bill Condon; Dona Hickey; Leland McCleary; Paul Kei Matsuda; Sarah Rilling; Mike Palmquist. (2001). Connecting WAC and ESL? [forum]. link to full text. Academic Writing 02.
Keywords: WAC, ESL, program-design, future, teacher-cooperation
Blumner, Jacob. (2011). Building better bridges: What makes high school-college WAC collaborations work?. link to full text. WAC Journal 22, 92-101.
Keywords: school-college, WAC, articulation, needs-analysis, program, survey, data, teacher-opinion
Blumner, Jacob S.. (2004). [book review]. [fulltext]. WAC Journal 15, 86-92.
Keywords: Demythologizing Language Difference in the Academy: Establishing Discipline-Based Writing Programs, by Mark L. Waldo, WAC, disciplinary, discipline-based, evaluation, jargon, specialization
Blumner, Jacob S.. (2005). Outcomes from The Outcomes Book [book review]. [fulltext]. WAC Journal 16, 114-117.
Keywords: The Outcomes Book: Debate and Consensus after the WPA Outcomes Statement, edited by Susanmarie Harrington, Keith Rhodes, Ruth Overman Fischer, & Rita Malenczyk, WPA Outcomes, policy, future, WAC, outcomes
Blumner, Jacob S.; John Eliason; Francis Fritz. (2001). Beyond the reactive: WAC programs and the steps ahead. [fulltext]. Plymouth State College Journal on Writing Across the Curriculum 12, 21-37.
Keywords: WAC, gen-ed, program, change, future, proactive
Bodino, Angela Adamides; Princeton University, Mid-Career Fellowship Program. (1988). Using writing to integrate the curriculum: The constructs at the core. ERIC Document Reproduction Service, ED 297 787.
Keywords: two-year, WAC, gen-ed, core-curriculum, write-to-learn, assignment, interdisciplinary, intensive, syllabus, Raritan Valley Community College [New Jersey]
Boice, Robert. (1990). Faculty resistance to writing-intensive courses. Teaching of Psychology 17.1, 13-17.
Keywords: WAC, faculty-resistance, write-to-learn, writing-intensive, teacher-opinion, survey, data
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.
Keywords: WAC, history, theory, theory-practice, teacher-story
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.
Keywords: WAC, history, theory, theory-practice, teacher-story
Booher, Sandra C.; Los Medanos College [Pittsburg, CA]. (1982). A report on the tutorial outreach model for reading and writing across the curriculum at Los Medanos College. ERIC Document Reproduction Service, ED 221 252.
Keywords: Los Medanos College, placement, peer-tutor, project, tutor-training, data, persistence, ethnographic, program-validation, outreach, WAC, tutoring, tutorial
Bratcher, Suzanne; Beth Stroble; Dorothea C. Lincoln; Roger Shor. (1991). Inservice for administrators: Implementing writing across the curriculum in Window Rock. [full text]. The Quarterly of the National Writing Project and the Center for the Study of Writing 13.3, 19-21.
Keywords: WAC, administration, native-Am, Window Rock, Arizona, implementation, retraining
Brent, Doug. (2005). Dangerous partnerships: How competence testing can sabotage WAC. [fulltext]. WAC Journal 16, 78-88.
Challenges the use of institution-wide competence tests to implement WAC courses/programs. Illustrates the attractive nature of linking competence tests to developing WAC courses. Argues tests pinpoint student difficulties in writing, but prescribes the use of a WAC program as the solution of teaching strong writing skills. [JeanMarie Dimitratos]
Keywords: assessment, testing, competency, WAC, program, University of Calgary, needs-analysis, conflict, sabotage
Brent, Edward; Martha Townsend. (2006). Automated essay grading in the sociology classroom: finding common ground. In Ericsson, Patricia Freitag; Richard H. Haswell (Eds.), Machine scoring of student essays: Truth and consequences; Logan, UT: Utah State University Press.
Keywords: machine-scoring, computer, computer-analysis, University of Missouri, sociology-course, intensive, grading, evaluation, cost-effective, computer-feedback, Qualrus, SAGrader, tricking, WAC, conflict
Bridwell, Lillian S.. (1994). Writing-intensive courses: Possible criteria, national patterns, and resources (Technical Report No. 11). Minneapolis, MN: The Center for Interdisciplinary Studies of Writing, University of Minnesota.
Keywords: WAC, writing-intensive, criteria, resources, national, resources, technical-report
Bridwell-Bowles, Lillian; Michael Kuhne; Elaine Cullen; Kimberly Lynch; Mark Olsen. (1994). Writing-intensive courses: Possible criteria, national patterns, and resources (Technical report, No. 11). Minneapolis, MN: University of Minnesota, Center for Interdisciplinary Studies of Writing.
Keywords: WAC, writing-intensive, criteria, curriculum, trend, resources, technical-report
Brostoff, Anita. (1981). Thinking through writing: A report on the project, its evaluation, and its uses. ERIC Document Reproduction Service, ED 214 173.
Keywords: critical-thinking, high-school, program, WAC, social-studies-course, teacher-training, workbook-design, assignment-design, validation, problem-solving, high-low
Brown, Peggy Ann. (1984). Additional programs. The Forum for Liberal Education 07.1, 12-18.
Keywords: program, survey, Albright College, intensive, University of Chicago, style, Eastern Oregon State College, rising-junior, assessment, Kalamazoo University, Moravian College, Orange Coast College, interdisciplinary, Pima College, WAC, lay-reader; St. Mary's College, intensive, Southeastern Massachusetts University, gen-ed, University of Wisconsin, student-motivation, wcenter
Burling, Robbins. (1982). An upper-division writing course. Regional Spotlight: News of Higher Education in the South 14.1.
Keywords: WAC, upper-division, anthropology-course, intensive, syllabus
Bushman, Donald; Elizabeth Ervin. (1995). Rhetorical contexts of grammar: Some views from writing-emphasis course instructors. In Hunter, Susan; Ray Wallace (Eds.), The place of grammar in writing instruction: Past, present, future; Portsmouth, NH: Boynton/Cook.
Keywords: grammar, WAC, intensive, grammar
Bushman, John H.. (1984). The teaching of writing: A practical program to the composing process that works. Springfield, IL: Charles C. Thomas.
Keywords: school, program, process, pre-writing, focused, revising, classroom, pedagogy, peer-evaluation, commenting, group, journal, grading, lay-reader, analytic-holistic, general impression, grammar, curriculum, sequence, development, emotion, computer, WAC, process
Cambridge, Barbara L.; Ben W. McClelland. (1995). From icon to partner: Repositioning the writing program administrator. In Janangelo, Joseph; Kristine Hansen (Eds.), Resituating writing: Constructing and administering writing programs; Portsmouth, NH: Boynton/Cook.
Keywords: WPA, change, WAC
Canovan, Becky; Anne Marie Gruber; Mary Anne AKnefel; Michele McKinlay. (2010). Many voices, one goal: Measuring student success through partnerships in the core curriculum. In Mackey, Thomas P.; Trudi E. Jacobson (Eds.), Collaborative information literacy assessments;New York: Neal-Schuman.
Keywords: team-teaching, linked, WAC, University of Dubuque, program-validation, quantitative-qualitative, student-opinion, teacher-opinion, data
Carpini, Dominic Delli; Cynthia Crimmins. (2001). From the margins to the (writing) center: Collaborative efforts in writing center and composition program activities. link to full text. Writing Lab Newsletter 26.3, 1-5.
Keywords: wcenter, collaboration, WPA, WAC, director-opinion
Carson, Jay. (1992). Recognizing and using context as a survival tool for WAC. ERIC Document Reproduction Service, ED 346 497.
Keywords: WAC, Robert Morris College, business-major, curriculum, program-validation, record-keeping, faculty communication, academic, survival skills, recognition
Carson, Jay. (1993). The case study: Ideal home of WAC quantitative and qualitative data. ERIC Document Reproduction Service, ED 361 703.
Keywords: WAC, research-method, case-study, site-analysis, program-validation, Robert Morris College [Pittsburgh], idealized, quantitative-qualitative, quantitative
Case study: University of Massachusetts at Amherst. (1995). Schneider, Helen; Annaliese Bischoff; Anne Herrington; Paula Mark; Helen M. Schneider. In Sheridan, Jean (Ed.), Writing-across-the-curriculum and the academic library: A guide for librarians, instructors, and writing program directors; Westport, CT: Greenwood Press [ERIC Document Reproduction Service, ED 395 601].
Keywords: WAC, program, library, University of Massachusetts at Amherst
Case study: University of Rhode Island. (1995). Sheridan, Jean; Margaret J. Keefe; Linda Shamoon; William Lynn McKinney; Karen F. Stein. In Sheridan, Jean (Ed.), Writing-across-the-curriculum and the academic library: A guide for librarians, instructors, and writing program directors; Westport, CT: Greenwood Press [ERIC Document Reproduction Service, ED 395 601].
Keywords: WAC, program, library, University of Rhode Island
Case study: University of Vermont. (1995). Crane, Nancy; Janet Reit; Toby Fulwiler; Jean Kiedaisch. In Sheridan, Jean (Ed.), Writing-across-the-curriculum and the academic library: A guide for librarians, instructors, and writing program directors; Westport, CT: Greenwood Press [ERIC Document Reproduction Service, ED 395 601].
Keywords: WAC, program, library, University of Vermont
Case study: Whatcom Community College. (1995). Grover, Iva Sue; Barbara Dahl; Luanne Lampshire. In Sheridan, Jean (Ed.), Writing-across-the-curriculum and the academic library: A guide for librarians, instructors, and writing program directors; Westport, CT: Greenwood Press [ERIC Document Reproduction Service, ED 395 601].
Keywords: WAC, program, library, Whatcom Community College
Cassity, Kathleen J.. (2015). What cognitive psychology suggests about the teaching and assessment of writing. Journal of Teaching Writing 28.2, 19-40.
Keywords: cognitive, psychology, Ronald Kellogg, Alison Whiteford, learning-theory, skill-acquisition, development, regression, WAC, pedagogy, 'deliberate practice', working-memory, automaticity, review-of-scholarship, practice, patience, process, feedback, freewriting, assessment, evaluation, Academically Adrift, Richard Arum, Josipa Roksa
Castro, James. (1991). Small steps to a student-centered classroom. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies 01.3, 253-274.
Keywords: mathematics-course, WAC, student-centered, mathematics-program, pedagogy
Chadwick, Scott A.; John Dorbolo. (1998). InterQuest: Designing a communication-intensive web-based course. In Reiss, Donna; Dickie Selfe; Art Young (Eds.), Electronic communication across the curriculum; Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 416 561].
Keywords: computer, WAC, internet, software-design, Web-based, syllabus, distance, email, teacher-student, intensive
Chapman, David W.. (1997). WAC and the first-year writing course: Selling ourselves short. ERIC Document Reproduction Service, ED 414 577.
Keywords: Cornell University, WAC, FYC, interdisciplinary, program
Charlton, Jonikka; Shirley K. Rose. (2009). Twenty more years in the WPA's progress. link to full text. WPA: Writing Program Administration 33.1-2, 114-145.
Replicates 1986 study by Linda Peterson described in "The WPA's Progress," published in WPA: Writing Program Administration 10.3: 11-18 [Susan Murphy]
Keywords: WPA, wcenter, WAC, techcom, survey, administrator-training, graduate curriculum, Portland Resolution, writing-major, data
Childers, Pamela B.. (2001). Summer reading or preparing for the next school year. link to full text. Academic Writing 02.
Keywords: WAC, CAC, high-school, summer reading, program
Childers, Pamela B.; Anne Ruggles Gere; Art Young. (1994). Programs and practices: Writing across the secondary school curriculum. Portsmouth, NH: Boynton/Cook Publishers.
Keywords: WAC, program, school, pedagogy
Childers, Pamela; Cindy Johanek; Jon Leydens; Joan Mullin; Michael Pemberton; Rebecca Rickly; Mike Palmquist. (2002/2003). Writing centers and WAC [forum]. link to full text. Academic Writing 03.
Keywords: WAC, wcenter, program-design, interdisciplinary, needs-analysis
Church, Kathleen; Arizona Board of Regents. (1988). Undergraduate literacy programs at Arizona universities. ERIC Document Reproduction Service, ED 306 802.
Keywords: literacy, Arizona, program, FYC, survey, class-size, guidelines, change, WAC, literacy program, undergraduate
Ciner, Elizabeth. (1984). Writing across the disciplines: A faculty development program. In Klaus, Carl H.; Nancy Jones (Eds.), Courses for change in writing: A selection from the NEH/Iowa Institute; Upper Montclair, NJ: Boynton/Cook in cooperation with The Institute on Writing of the University of Iowa.
Keywords: WAC, retraining, faculty, program
Clark, Irene L.; Ronald Fischbach. (2008). Writing and learning in the health sciences: Rhetoric, identity, genre, and performance. [fulltext]. WAC Journal 19, 15-28.
Clark and Fishbach argue that discussions of linked courses often overlook the need for students simultaneously to develop their professional identities as they work toward becoming more proficient writers. To explore this claim, the authors turn to their experience developing a link between a public health education course and a course in health sciences writing and rhetoric. Clark and Fishbach discovered that students benefited from the opportunity 'to 'perform' as writers and speakers within a particular field or profession' (18). More particularly, the link helped student writers to reconceptualize genre as a form of 'social action' as they became more familiar with the professional discourses they were learning. Clark and Fischbach subsequently consider the ways their focus on genre in the linkage put pressure on the shared term 'argument', but also discuss ways that researchers have shown the term to be similar across humanities-based writing and scientific writing. In closing, the authors assert that their experiences with this linkage affirm that role-play is essential to an increase in professionally situated rhetorical awareness for student writers. [Michelle LaFrance, Linked Writing Courses; WPA-CompPile Research Bibliographies, No. 14]
Keywords: basic-skills, genre, health-sciences, learning-theory, WAC, linked, skill-transfer, public health course, intensive, assignment, syllabus, genre, identity, career, identity, performative, role-playing, interdisciplinary, 'argument', conflict
Coker, Frances H.; Allen Scarboro. (1990). Writing to learn in upper-division sociology courses: Two case studies. Teaching Sociology 18.2, 218-222.
Keywords: advanced, WAC, intensive, sociology-course, religion, Millsaps College [Mississippi], write-to-learn
Comprone, Joseph J.. (1987). The new rhetoric: A way of connecting community and discourse conventions in writing across the disciplines courses. ERIC Document Reproduction Service, ED 279 019.
Keywords: Toulmin, Perelman, Olbrechts-Tyteca, new rhetorical-theory-practice, disciplinary, universal audience, argumentation, WAC
Condon, William. (2001). Accommodating complexity: WAC program evaluation in the age of accountability. In McLeod, Susan H.; Eric Miraglia; Margot Soven; Christopher Thaiss (Eds.), WAC for the new millennium: Strategies for continuing writing-across-the-curriculum programs; Urbana, IL: National Council of Teachers of English.
Keywords: WAC, program-validation, accountability, change
Condon, William; Carol Rutz. (2012). A taxonomy of writing across the curriculum programs: Evolving to serve broader agendas. College Composition and Communication 64.2, 357-382.
Keywords: WAC, program, taxonomy, change, agency, 'foundational', 'established', 'integrated', funding, organizational, voice
Condon, William; Fiona Glade; Richard H. Haswell; Lisa Johnson-Shull; Diane Kelly-Riley; Galen Leonhardy; Jennie Nelson; Susan McLeod; Susan Wyche. (2001). Whither? Some questions, some answers. In Haswell, Richard H. (Ed.), Beyond outcomes: Assessment and instruction within a university writing program; Westport, CT: Ablex.
Keywords: institutional, Washington State University, assessment, pedagogy, program-longevity, WAC, research-method, ecological, student-resistance, teacher-resistance, distance, eportfolio, electronic, directed self-placement
Conrad, Susan Howes; R. Heather Macdonald. (1991). Balancing teaching and learning geology on the writing fulcrum. Journal of Geological Education 39.3, 230-231.
Keywords: geology-program, WAC, critical-thinking, assignment, microtheme, position paper, improvement, reaction-paper
Cooper, Amy; Dawn Bikowski. (2007). Writing at the graduate level: What tasks do professors actually require?. Journal of English for Academic Purposes 06.3, 206-221.
This paper presents a case study of writing tasks in graduate courses at a large, American university. The study investigates writing tasks across the curriculum and draws implications for curriculum design in English for Academic Purposes (EAP). Using actual course syllabi for task analysis, the researchers analyzed 200 course syllabi from 20 academic departments covering a wide range of disciplines. Findings indicate that library research papers and project reports are the most commonly assigned tasks across the curriculum. This study also found that professors in the social sciences, arts, and humanities assign a wider variety of writing assignments and more writing assignments in general than do professors in the sciences, math, and engineering. Finally, while many courses in the sciences, math, and engineering require no writing assignments at all, each of these departments does have at least some courses requiring extended writing. [author abstract]
Keywords: graduate, USA, task-analysis, EAP, syllabus-analysis, survey, data, term-paper, academic, genre, report-writing, WAC, disciplinary, social-science-course, science-course, assignment, intensive, data
Corse, Larry. (1988). Two theories of language and writing across the curriculum. Writing Across the Curriculum [Southern Technical Institute] 05.2, 10-12.
Keywords: Clayton State College [Georgia], gen-ed, program, WAC, planning, theory, composing, Romantic-ideal, contextual, model-essay, contextual, Bakhtin
Costino, Kimberly A.. (2008). Service vs. subject matter: Merging first-year composition and first-year experience. link to full text. WPA: Writing Program Administration 31.3, 52-62.
Keywords: first-year experience, administrator-opinion, WPA, WAC, service-course, curriculum-design
Costino, Kimberly A.. (2008). Service vs. subject matter: Merging first-year composition and first-year experience. link to full text. WPA: Writing Program Administration 31.3, 52-62.
Keywords: first-year experience, service-course, administrator-opinion, WPA, WAC, curriculum-design
Cox, Michelle. (2010). WAC/WID and second language writers (WPA-CompPile Research Bibliographies, No. 8). CompPile database [filed in the Annotation Field--enter: WPA-CompPile Research Bibliographies, No. 8].
In his 2009 article, 'WAC/WID in the Next America: Redefining Professional Identity in the Age of the Multilingual Majority,' Jonathon Hall argues for WAC/WID administrators to be inclusive of second language (L2) students in WAC/WID programs, research, and faculty development. This annotated bibliography takes up that call by providing WAC/WID administrators with reviews of 26 journal articles, book chapters, and monographs that together provide a range of resources useful for providing support for the L2 students writing across the curriculum, in the majors, and in graduate programs. This annotated bibliography is organized in three sections: WAC/WID administrative issues and L2 writers, studies focused on L2 writers in particular disciplines, and studies focused on L2 writers across disciplines. Many of the studies included are case studies tracking the experiences of undergraduate students writing in general education courses as well as courses in their majors, and graduate students writing across master and doctoral programs. What emerges from these studies is a picture of the complex linguistic, cultural, and identity transitions made by L2 students as they write across varying social, disciplinary, and rhetorical contexts. What also emerges is a map of the many opportunities available to WAC/WID professionals for advocating for L2 students. Positioned at the crossroads of teaching and learning as agents of institutional change, WAC/WID professionals are key to making our institutional landscapes, classrooms, and assessment practices more equitable for L2 students, a group not at the margins but at the center of US institutions of higher education. [Michelle Cox, WAC/WID and Second Language Writers, WPA-CompPile Research Bibliographies, No. 8]
Keywords: WAC, WID, ESL, WPA, administrating, needs-analysis
Culp, Mary Beth; Suzanne Hoffman. (1998). Twice-told tales. Journal of Adolescent & Adult Literacy 41.6, 472-473.
Keywords: intensive, WAC, fairy-tale, modernization, syllabus, module, figurative, lit-crit, critical-thinking
Cummins, Marsha Z.; Jacqueline Stuchin-Paprin; Judith R. Lambert. (1991). A solution to student-faculty mismatch. In Stanley, Linda C.; Joanna Ambron (Eds.), Writing across the curriculum in community colleges (New directions for community colleges, No. 73); San Francisco, CA: Jossey-Bass [ERIC Documentation Reproduction Services, ED 330 420].
Keywords: WAC, two-year, staff, retraining, program, teacher-student
D'Arcy, Pat. (1977). Going back inside. The London Times, Educational Supplement (January 28), 43.
Keywords: WAC, teacher-commitment, implementation, teacher-resistance
Davis, David J.. (1984). Writing across the curriculum: A research review. ERIC Document Reproduction Service, ED 254 848.
Keywords: WAC, review-of-scholarship, program, objective, write-to-learn, college-span, teacher-cooperation
Denenberg, Stewart A.. (1988). Developing reasoning skills in college freshmen using computer programming, collaborative problem-solving, and writing. ERIC Document Reproduction Service, ED 302 231.
Keywords: FYC, reasoning, critical-thinking, computer-programming, collaborative, problem-solving, WAC
Dew, Debra Frank. (2009). WPA as rhetor: Scholarly production and the difference a discipline makes. full text. College Composition and Communication 61.2, 369, W40-W62.
Keywords: WPA, administrating, scholarly production, publishing, profession, advocacy
Dickerson, Mary Jane; Toby Fulwiler; Henry Steffens. (1990). The University of Vermont. In Fulwiler, Toby; Art Young (Eds.) Programs that work: Models and methods for writing across the curriculum; Portsmouth, NH: Boynton/Cook Heinemann.
Keywords: program, WAC, University of Vermont
Dillon, Timothy J.; Monroe County Community College. (1995). Writing Across the Curriculum annual report, 1994-95. ERIC Document Reproduction Service, ED 385 301.
Keywords: WAC, Monroe Community College [Michigan], two-year, teaching-fellow, wcenter, peer-tutor, data, program-validation, questionnaire, newsletter, frequency, assignment, genre, mode, disciplinary, data, student-opinion, faculty-opinion, annual-report
Dillon, Timothy J.; Monroe County Community College [Michigan]. (1996). Monroe County Community College Writing Across the Curriculum annual report, 1995-96. ERIC Document Reproduction Service, ED 398 994.
Keywords: Monroe Community College, two-year, WAC, program-validation, data, assignment, student-opinion, wcenter, teacher-opinion, annual-report
Dixon, Dwayne. (2017). Imagining the essay as digital assemblage: Collaborative student experiments with writing in scalar. link to full text. Prompt: A Journal of Academic Writing Assignments, 35-46.
Abstract: This essay describes a digital, collaboratively designed and interconnected series of essays that were the final project for a first-year class in media and anthropology. These essays were composed using a digital, publically accessible, scholarly publishing platform that allows students to experiment architecturally with arguing related ideas through non-linear text. The result is an intricate, flexible pathway of pages. The assignment is informed by, and attempts to experimentally enact, Felix Guattari's concept of the assemblage, emphasizing movement and process of argument and evidence over static, reified trajectories of traditional essay composition. By examining the periphery of their own ideas, students encounter the interpretations of their classmates and discover alternate readings of key themes, which they can then fold into their own writing networks, ultimately creating a textual flow which challenges the singularity of the author and the boundaries of disciplinary thinking.
Keywords: ANTHROPOLOGY, MULTIMODAL, MIXED-GENRE, COLLABORATION, WID, WAC, ASSIGNMENT-WRITING, ASSIGNMENT, PEDAGOGY, REFLECTIVE PRACTICE,
Dobie, Ann B.. (1998). Working together: WAC, the departments, and the writing center. ERIC Document Reproduction Service, ED 420 870.
Keywords: wcenter, WAC, program-validation, data, survey, administrator-opinion, teacher-cooperation, line of authority
Dobie, Ann; Gail Poirrier. (1997). Nurses writing: The undergraduate years and beyond. ERIC Document Reproduction Service, ED 414 589.
Keywords: nursing program, WAC, alumn-opinion, data, contrast-group, intensive, follow-up, undergraduate
Donahue, Patricia. (2002). Strange resistances. [fulltext]. WAC Journal 13, 32-42.
Keywords: WAC, program, history, faculty-resistance, change
Donahue, Tiane. (2007). Notes of a humbled WPA: Dialogue with high school colleagues. link to full text. Writing Instructor Beta 04.0.
Donahue sets up the framework for this study by supplying an account of published scholarship on high-school-college writing connections. She cites lack of: existing collaboration, high school faculty articulation, actual high school-to-college transitional period research and connections between cognitive-developmental and social theory. In response to the needs identified above and in order to develop the college readiness of Maine high school students, Donahue crafts a set of research questions gleaned from three exploratory focus groups and 'key informants' from Maine high schools and colleges. A sample of the questions surrounding the 'eight areas of concern' that both sets of instructors share are: How are the writing process, peer review and collaborative writing enacted in each arena? With what criteria is writing evaluated? What is the function of research and citation work? What forms and structures of writing are made dominant unintentionally? Why? [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: WPA, high-school, teacher-opinion, school-college, articulation, student-preparation, needs-analysis, interview, administrator-opinion, teacher-opinion, data, process, form, assignment, evaluation, criteria, citation, plagiarism, WAC, rules, change, focus group, Maine, Calderwood Conversation project
Donlan, Dan. (1976). How to involve other departments in helping you teach writing. ERIC Document Reproduction Service, ED 145 452.
Keywords: WAC, program, implementation, research-method, teacher-attitude, survey, data, needs-analysis, retraining, sample inventory, attitude scale, objective
Dowling, H. Fil, Jr.. (1989). A multi-school consortium to pomote writing across the curriculum: The BABCWAC model [Baltimore Area Consortium for Writing across the Curriculum]. [full text]. The Quarterly of the National Writing Project and the Center for the Study of Writing 11.4, 20-22.
Keywords: Baltimore, WAC, program, consortium
Draper, Virginia. (1993). Writing and Learning: A handbook for UCSC faculty [University of California, Santa Cruz]. Santa Cruz, CA: University of California, Santa Cruz.
Keywords: WAC, teacher-manual, guidelines, critical-thinking, assignment-design, response, evaluation, ESL, peer-evaluation, group, intensive, teaching fellow, block, plagiarism, handbook, FYC, requirement
Duke, Charles R.; Rebecca Sanchez (Eds.). (2001). Assessing writing across the curriculum. Durham, NC: Carolina Academic Press.
Keywords: WAC, program-validation, school
Dunn, Patricia. (1992). First steps: New faculty, new writing across the curriculum program. ERIC Document Reproduction Service, ED 343 163.
Keywords: WAC, program-implementation, novice-teacher, change
Durfee, Patricia; Ann Sova; Libby Bay; Nancy leech; Robert Fearrien; Ruth Lucas. (1991). Formalizing WAC in the curriculum: Writing-emphasis courses. In Stanley, Linda C.; Joanna Ambron (Eds.), Writing across the curriculum in community colleges (New directions for community colleges, No. 73); San Francisco, CA: Jossey-Bass [ERIC Documentation Reproduction Services, ED 330 420].
Keywords: WAC, two-year, advanced, writing-intensive
D’Angelo, Barbara J.; Barry M. Maid. (2004). Moving beyond definitions: Implementing information literacy across the curriculum. Journal of Academic Librarianship 30.3, 212-217.
Describes the integration of information literacy in courses in the Multimedia Writing and Technical Communication program at Arizona State East. Argues for developing library instruction modeled after writing across the curriculum programs. [Ruth Mirtz]
Keywords: program, WAC, library, information literacy, Arizona State, pedagogy, multimedia, technical-communication
Editor. (2001). Learning throughout the curriculum. [fulltext]. Writing Program Administration 25.1-2, 7-8.
Keywords: learning, curriculum, WAC, WPA
El-Koumy, Abdel Salam A.. (1998). Effect of dialogue journal writing on EFL students' speaking skill. ERIC Document Reproduction Service, ED 424 772.
Keywords: pre-post, ESL, EFL, Egyptian, history-program, WAC, contrast-group, journal-writing, dialogue journal, speak-write
Ellner, Carolyn L.; Carol P. Barnes. (1982). Writing in the disciplines: An external evaluation. San Luis Obispo, CA: California Polytechnic State University.
Keywords: WID, WAC, California Polytechnic State University, faculty-workshop, student-opinion, teacher-opinion, program-validation, data, questionnaire, Likert
Emerson, Lisa. (2004). The WAC matrix: Institutional requirements for nurturing a team-based WAC program. [fulltext]. WPA: Writing Program Administration 27.3, 53-68.
Keywords: WAC, WPA, program, program-design, FYC, matrix, requirement, teamwork
Ennis, Michael. (2017). Explaining a scientific concept for page and screens. link to full text. Prompt: A Journal of Academic Writing Assignments, 47-54.
Abstract: While students learn valuable skills by composing multimodal works, these assignments can also help students master traditional writing genres by defamiliarizing some of the "design choices" they make when writing. Requiring students to revise a traditional written essay into a video accomplishes two key goals in both lower level and advanced writing classes. It updates writing curricula to provide students experience with the kind of writing they will do in other classes. Furthermore, reflecting on the revision process enhances student appreciation for the importance of clear prose, careful exposition, and logical organization.
Keywords: MULTIMODAL, FYC, SCIENCE-WRITING, DIGITAL VIDEO, WID, WAC, ASSIGNMENT-WRITING, ASSIGNMENT, PEDAGOGY, REFLECTIVE PRACTICE,
Estes, Paul L.. (1989). Writing across the mathematics curriculum. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 01, 10-16.
Keywords: WAC, mathematical, program, write-to-learn
Fader, Daniel. (1980). Writing across the curriculum. http://comppile.org/archives/fforum/fforum2(1).htm [fulltext]. fforum: A Newsletter of the English Composition Board, University of Michigan 02.1, 37-39.
Keywords: WAC, program, curriculum, catalog, faculty-seminar, retraining, English Composition Board, University of Michigan,
Falconer, David R.; Martin Katz. (1992). Building an infrastructure to support writing across the computer science curriculum. In Technical Symposium on Computer Science Education (Ed.), Proceedings of the twenty-third SIGCSE technical symposium on Computer science education; Kansas City, MO: Association for Computing Machinery.
Keywords: WAC, computer, program, computer-science, faculty-opinion, student-opinion, infrastructure, communication systems
Farris, Christine; Raymond Smith. (1992). Writing-intensive courses: Tools for curricular change. In McLeod, Susan H.; Margot Soven (Eds.), Writing across the curriculum: A guide to developing programs; Newbury Park, CA: Sage [ERIC Document Reproduction Service, ED 350 622].
Keywords: WAC, program, change, writing-intensive
Fassler [Walvoord], Barbara. (1978). The interdepartmental composition program at Central College. In Neel, Jasper P. (Ed.), Options for the teaching of English: Freshman composition; New York, NY: The Modern Language Association of America.
Keywords: FYC, program, interdisciplinary, WAC, interdepartmental
Fauske, Janice R.. (1993). Five conditions for sustaining cross campus collaboration on teaching and learning. ERIC Document Reproduction Service, ED 376 116.
Keywords: school-college, program-design, ethnographic, data, needs-analysis, retraining, WAC
Fistek, Michelle Anne. (1998). Writing in the social science department. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 09, 82-88.
Keywords: WAC, social-science-program, write-to-learn, social
Fister, Barbara. (1995). Connected communities: Encouraging dialogue between composition and bibliographic instruction. In Sheridan, Jean (Ed.), Writing-across-the-curriculum and the academic library: A guide for librarians, instructors, and writing program directors; Westport, CT: Greenwood Press [ERIC Document Reproduction Service, ED 395 601].
Keywords: WAC, library, cooperative, librarian-teacher, program, term-paper, sources, bibliographic-search
Flanigan, Michael. (1989). Establishing criteria for judgment: Writers construct methodologies for truth. ERIC Document Reproduction Service, ED 314 758.
Keywords: WAC, interdisciplinary, standards, evaluation, interrater-reliability, faculty-workshop, criteria, program-design, methodological, truth
Flanigan, Michael C.. (1989). WAC: A point of departure to full literacy. ERIC Document Reproduction Service, ED 313 717.
Keywords: WAC, program-design, program-sustainability, faculty-resistance, faculty-workshop, University of Oklahoma
Flynn, Elizabeth A.; Robert W. Jones; with Diane Shoos; Bruce Barna. (1990). Michigan Technological University. In Fulwiler, Toby; Art Young (Eds.) Programs that work: Models and methods for writing across the curriculum; Portsmouth, NH: Boynton/Cook Heinemann.
Keywords: program, WAC, Michigan Technological University
Forman, Sylvia Helen; Julia A. Harding; Anne J. Herrington; Charles Moran; William J. Mullin. (1990). University of Massachusetts. In Fulwiler, Toby; Art Young (Eds.) Programs that work: Models and methods for writing across the curriculum; Portsmouth, NH: Boynton/Cook Heinemann.
Keywords: program, WAC, Univ ersity of Massachusetts
Fredericksen, Elaine. (1998). Minority students and the learning community experience: A cluster experiment. ERIC Document Reproduction Service, ED 423 533.
Keywords: University of Texas at El Paso, Hispanic, WAC, program, learning-community, collaborative, data, outcomes, self-confidence, experimentation
Freisinger, Randall. (1982). Cross-disciplinary writing programs: Beginnings. In Fulwiler, Toby; Art Young (Eds.), Language connections: Writing and reading across the curriculum; Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 218 667].
Keywords: WAC, program, learning-theory, development, cognitive, Vygotsky, James Britton, composing, process, Emig, James Moffett, Piaget
Fulford, Carolyn J.. (2009). Writing across the curriculum program development as ideological and rhetorical practice [doctoral thesis] . Amherst, MA. University of Massachusetts, Amherst.
Keywords: WAC, program-implementation, liberal arts, WPA, rhetoric, critical discourse-analysis, rhetorical, ecological, ethnographic, curriculum-design, standards, accountability, gen-ed, history, institutional identity, ideological dialectics
Fulkerson, Tahita Niemeyer. (1988). A faculty orientation and design for writing across the curriculum [doctoral thesis]. Denton, TX: University of North Texas.
Keywords: WAC, teacher-training, retraining, orientation-program, program-design, curriculum-design
Fulweiler, Toby. (1988). Evaluating writing across the curriculum programs. In McLeod, Susan H. (Ed.), Strengthening programs for writing across the curriculum; San Francisco, CA: Jossey-Bass.
Keywords: WAC, program-validation
Fulwiler, Toby. (1984). How well does writing across the curriculum work?. College English 46.2, 113-125.
Keywords: WAC, faculty-workshop, attitude, turf, class-size, program-validation, community, pedagogy, tenure, promotion
Fulwiler, Toby. (1986). The politics of writing across the curriculum. ERIC Document Reproduction Service, ED 276 061.
Keywords: WAC, political, talk-write, write-to-learn, pedagogy, faculty-workshop, program, guidelines, language-awareness, critical-thinking
Fulwiler, Toby. (1990). The friends and enemies of writing across the curriculum. ERIC Document Reproduction Service, ED 318 006.
Keywords: WAC, needs-analysis, disciplinarity, inertia, orthodox, mission, epistemological, program
Fulwiler, Toby. (1992). Writing to reform the English major. ERIC Document Reproduction Service, ED 345 261.
Keywords: University of Vermont, WAC, program, objective, curriculum, interdisciplinary, FYC, validation, data, faculty-workshop, survey, teacher-opinion, English-major
Fulwiler, Toby; Art Young. (1990). Introduction. In Fulwiler, Toby; Art Young (Eds.) Programs that work: Models and methods for writing across the curriculum; Portsmouth, NH: Boynton/Cook Heinemann.
Keywords: program, WAC
Fulwiler, Toby; Art Young (Eds.). (1990). Programs that work: Models and methods for writing across the curriculum. Portsmouth, NH: Boynton/Cook Publishers.
Keywords: WAC, program, survey, best-practices
Fulwiler, Toby; interviewed by Robert C. Wess. (1985). An interview with Toby Fulwiler. Writing across the Curriculum [Southern Technical Institute] 03.1, 9-11.
Keywords: Toby Fulwiler, WAC, program, Michigan Tech, model, history, cost, administrative support, faculty support, Dan Fader, response, criteria, evaluation
Gabriel, Susan L.; M. L. Hirsch, Jr.. (1992). Critical thinking and communication skills: Integration and implementation issues. Journal of Accounting Education 05, 127-137.
Keywords: WAC, accounting-course, critical-thinking, response, revising, implementation, integrated
Gardner, Susan A.; Sherry A. Southerland. (1997). Interdisciplinary teaching? It only takes talent, time, and treasure. English Journal 86.7, 30-36.
Keywords: science-course, nonmajor, WAC, intensive, team-teaching, interdisciplinary, syllabus, objective
Gerlach, Jeanne Elaine Marcum. (1985). Implementing writing in the content areas: Implications for teachers [doctoral thesis]. Morgantown, WV: West Virginia University.
Keywords: WAC, content-course, review-of-scholarship, program, implementation, implication
Germain, Kenneth B.. (1973). Legal writing and moot court at almost no cost: The Kentucky experience, 1971-1972. Journal of Legal Education 25.5, 595-612.
Keywords: legal-writing, oral-advocacy, program, University of Kentucky College of Law
Gibson, Craig. (1995). Research skills across the curriculum: Connections with writing-across-the-curriculum. In Sheridan, Jean (Ed.), Writing-across-the-curriculum and the academic library: A guide for librarians, instructors, and writing program directors; Westport, CT: Greenwood Press [ERIC Document Reproduction Service, ED 395 601].
Keywords: WAC, library, cooperative, librarian-teacher, program, sources, term-paper, bibliographic-search
Gillespie, Vincent. (1977). The composition program: The hole of it. ERIC Document Reproduction Service, ED 149 343.
Keywords: program, cost-effective, response, pedagogy, needs-analysis, competency, credit, WAC, WPA, budget, staff, nontraditional
Gimenez, Julio. (2008). Beyond the academic essay: Discipline-specific writing in nursing and midwifery. Journal of English for Academic Purposes 07.3, 151-164.
Although academic writing in higher education has been the focus of research efforts for more than two decades, the specific writing experiences, needs and difficulties of undergraduate nursing and midwifery students have remained largely under-researched. This article reports on a project that investigated the nature and dynamics of academic writing in pre-registration nursing and midwifery at a UK university. The project collected data from a survey completed by 135 students and two focus groups. The article examines the specific genres on these two programmes, the difficulties participating students face when writing them, and their views as to how they can be best supported to do these tasks. It concludes with an analysis of the implications that these issues have for teaching discipline-specific genres in nursing and midwifery and offers some suggestions to respond to such implications. [author abstract]
Keywords: academic, nursing-major, midwife-major, England, survey, student-opinion, focus group, data, program, WAC
Goetz, Donna. (1990). Evaluation of writing-across-the-curriculum programs. ERIC Document Reproduction Service, ED 328 917.
Keywords: WAC, program-validation, liberal arts, contrast-group, faculty-workshop participants, pre-post, data, assignment, follow-up, pedagogy
Gottschalk, Katherine K.. (1987). The role of writing in interdisciplinary programs. In McGuinness, Kathleen (Ed.), Non-traditional and interdisciplinary programs: Selected papers from the Fifth Annual Conference of Non-Traditional and Interdisciplinary Programs held in Virginia Beach, Virginia, May 4-6, 1987; Fairfax, VA: George Mason University.
Keywords: interdisciplinary, program, WAC
Gottschalk, Katherine K.. (1994). The writing program in the university: A case study of collaborative efforts. ERIC Document Reproduction Service, ED 372 394.
Keywords: WAC, Cornell University, program, history, Fredric Bogel, grant-writing, FYC, first-year, seminar, teacher-cooperation, interdisciplinary
Gottschalk, Katherine K.. (1995). Contact zones: Composition's content in the university. ERIC Document Reproduction Service, ED 390 041.
Keywords: contact-zone, cultural, conflict, WPA, WAC, retraining, change, needs-analysis
Gottschalk, Katherine K.. (1995). The writing program in the university. Ade Bulletin, no. 112, 1-6.
Keywords: WAC, Cornell University, teaching-assistant, training, interdisciplinary, program, change, intensive, first-year-seminar, FYC
Graham, Joan. (1981). The Interdisciplinary Writing Program. In Humes, Ann Bruce Cronnell; Joseph Lawlor; Larry Gentry (Eds.), Moving between practice and research in writing;Southwest Regional Laboratory for Educational Research and Development [ERIC Document Reproduction Service, ED 198 569].
Keywords: interdisciplinary, WAC, University of Washington, program
Graham, Joan. (1992). Writing components, writing adjuncts, writing links. In McLeod, Susan H.; Margot Soven (Eds.), Writing across the curriculum: A guide to developing programs; Newbury Park, CA: Sage [ERIC Document Reproduction Service, ED 350 622].
In this wide ranging chapter, Joan Graham discusses the pedagogical opportunities and practical considerations of linked (or 'integrated') writing courses. Graham describes the design 'components' of several programs, focusing on those at major institutions that link writing courses to large lectures. With these programs as a backdrop, she traces the 'assumptions and pitfalls of integrated writing programs,' summarizes the key features of programs flourishing at the time of her writing, and poses considerations for training teachers in these programs. Graham then turns to discussing scheduling and publicity concerns for the courses and reflects on the influences that writing links may have on disciplinary lectures, as well as the influence such programs and courses may have on traditional composition courses. Peppered with useful pedagogical and programmatic insights--for instance, 'what students learn in a given component, adjunct, or link is obviously in some ways context bound--one does not learn to write once and for all, and generic ‘good writing’ is a problematic concept' (126)--this chapter is useful for those interested in the pedagogical philosophies and models of linked courses that flourished in the late 80's and early 90's. Graham presents a picture of the linked writing course as a major contribution to the evolution of student-centered teaching and engaged learning in the large research university. [Michelle LaFrance, Linked Writing Course; WPA-CompPile Research Bibliographies, No. 14]
Keywords: WAC, program, change, implementation, linked, interdisciplinary, teaching-assistant, University of California, Los Angeles, University of California, San Diego, University of California, Santa Barbara, University of North Carolina, University of Washington
Grattan, Mary C.; Susan P. Robbins. (1979). The writing center after one year: Some myths and recommendations. ERIC Document Reproduction Service, ED 188 203.
Keywords: two-year, wcenter, needs-analysis, implementation, WAC, drill, teacher variance, model-essay, evaluation, faculty myth, recommendations
Grattan, Mary C.; Susan P. Robbins. (1983). Content area models: A key to student writing improvement in writing center programs. Teaching English in the Two-Year College 09.2, 117-122.
Keywords: two-year, imitation, WAC, content-course, pedagogy, model-essay, improvement, student-writing, wcenter, program
Grauerholz, Liz. (1999). Creating and teaching writing-intensive courses. Teaching Sociology 27.4, 310-323.
Keywords: writing-intensive, WAC, assignment, sequence, volume-of-writing, syllabus, sociology-course
Greene, Brenda M.; Leon P. Johnson; William C. Harris; John M. Flowers. (1990). Revitalizing writing across the curriculum: Writing in the sciences. Community Review 11.1-2, 26-38.
Keywords: WAC, program, two-year, Medgar Evers College, chemistry-course, computer-science-course, summary-writing, writing-productivity, grading scale, criteria-sheet
Griffin, C. W.. (1983). Writing-across-the curriculum programs: Theory and practice, a selected bibliography. JAC: Journal of Advanced Composition 04.1-2, 161-172.
Keywords: WAC, program, theory, pedagogy, bibliography, annotated
Griffin, C. W.. (1985). Programs for writing across the curriculum: A report. College Composition and Communication 36.4, 398-403.
Keywords: program, WAC, survey
Grimes, Dorothy G.. (1982). The English department, the teaching of writing, and the academic community: Particle, wave, and field. ERIC Document Reproduction Service, ED 220 855.
Keywords: University of Montevallo [Alabama], process, WAC, FYC, write-to-learn, theory-practice, agenda
Grobman, Laurie. (2017). The policy brief assignment: Transferable skills in action in a community-engaged writing project. link to full text. Prompt: A Journal of Academic Writing Assignments, 8-18.
Abstract: The policy brief assignment in my capstone course in professional writing was designed as a community-engaged project in partnership with a nonprofit organization whose mission is to grow Reading, Pennsylvania's economy. The assignment was intended to do real work in the world: the nonprofit's director, a city council member, and an outreach manager for the city of Reading plan to use the policy briefs to convince Reading's City Council to adopt the recommended policies to enhance citizen participation and representation in local governance and to address deficiencies identified through the STAR Community Rating System(r) (STAR), the nation's leading sustainability framework and certification program (STAR 2016). I welcomed the collaboration and designed the assignment with the goal that students would experience what writing faculty always tell them: fundamental concepts in composition and rhetoric/writing studies are operational in the workplace, and understanding writing and communication rhetorically opens up possibilities for them to enter diverse and unfamiliar writing contexts.
Keywords: SERVICE-LEARNING, WRITING-MAJOR, WID, WAC, ASSIGNMENT-WRITING, ASSIGNMENT, PEDAGOGY, REFLECTIVE PRACTICE
Guralnick, Elissa S.; Paul M. Levitt. (1977). Improving student writing: A case history. College Engish 38.5, 506-511.
Describes environment of writing instruction at U of Colorado. Examines teacher and student attitudes toward writing, admission scores, placement tests. Allocates responsibility of writing instruction to all faculty and describes faculty reactions. Outlines revision of admission policies and entrance requirements. [Sue Hum]
Keywords: deterioration, SAT-testing, upper-division, requirement, cut-off, history, Univ ersity of Colorado, placement, basic, writing-intensive, case-narrative, University of Colorado, WAC, student-writing
Hagen, Cynthia. (1988). A plan to implement writing across the curriculum at New Hampshire College [doctoral thesis]. Nashville, TN: Peabody College For Teachers, Vanderbilt University.
Keywords: WAC, New Hampshire College, program, implementation
Hall, Emily; Bradley Hughes. (2011). Preparing faculty, professionalizing fellows: Keys to success with undergraduate writing fellows in WAC. link to full text. WAC Journal 22, 21-40.
Keywords: teaching fellow, WAC, professionalization, advising, teacher-student, University of Wisconsin, program, history, guidelines
Hall, Susanne; Jonathan Dueck. (2017). Editors' introduction: Presenting writing assignments as intellectual work and as disciplinary practice. link to full text. Prompt: A Journal of Academic Writing Assignments, 1-7.
This editors' introduction shares the history and articulates the goals and format of the journal Prompt.
Keywords: WID, WAC, ASSIGNMENT-WRITING, ASSIGNMENT, PEDAGOGY, REFLECTIVE PRACTICE, CROSS-DISCIPLINARY
Haller, Cynthia R.. (2010). Toward rhetorical source use: Three student journeys. link to full text. WPA: Writing Program Administration 34.1, 33-59.
Keywords: advanced, upper-division, read-write, integrative, disciplinary, discourse, claim, warrant, qualitative, case-study, WPA, WAC, WID, citation, sources, discipline-metaphor, journey
Halsor, Sid Paul; C. L. Faul-Halsor; Patricia Boyle Heaman. (1991). Enhanced student learning through writing in a physical-geology class. Journal of Geological Education 39.3, 181-184.
Keywords: geology-course, intensive, summary-writing, response, laboratory, journal-writing, log-writing, WAC
Hamilton, David. (1980). Interdisciplinary writing. College English 41.7, 780-796.
Keywords: WAC, interdisciplinary, curriculum, intensive, FYC, discovery, write-to-learn
Hancock, Deborah Osen; Andrew Moss; Patricia Brandt; Sharon Owens (compliers). (1979). Reading and writing programs within the disciplines: A preliminary directory of models (revised edition). Fullerton, CA: University of California/California State University Workgroup on Reading and Writing Programs within the Disciplines.
Keywords: read-write, basic-skills, program, survey, USA, model, directory, preliminary, ancillary, workshop, WAC
Haneline, Douglas. (1990). The health professional as writer: Two models for integrating writing into the curricula of baccalaureate health programs. ERIC Document Reproduction Service, ED 318 015.
Keywords: health, curriculum, WAC, model, undergraduate, nursing-program, integrated
Hansen, W. Lee. (1993). Teaching a writing intensive course in economics. Journal of Economic Education 24.3, 213-218.
Keywords: economics-course, intensive, write-to-learn, student-opinion, teacher-opinion, WAC
Haring-Smith, Tori. (1985). A guide to writing programs: Writing centers, peer tutoring programs, and writing across the curriculum. Glenview, IL: Scott, Foresman.
Keywords: program, survey, wcenter, WAC, peer-tutor, history, computer, tutoring
Haring-Smith, Tori. (1992). Changing students' attitudes: Writing fellows programs. In McLeod, Susan H.; Margot Soven (Eds.), Writing across the curriculum: A guide to developing programs; Newbury Park, CA: Sage [ERIC Document Reproduction Service, ED 350 622] http://wac.colostate.edu/books/mcleod_soven/chapter11.pdf.
A landmark article on Brown's WF program. Available now at Academic.Writing Landmark Publications in Writing Studies. [WAC Clearinghouse]
Keywords: WAC, program, change, Brown University, tutoring, peer, teaching fellow
Harper, Michael Todd. (1998). Revolution or colonialism: The role of English departments in the writing across the curriculum movement [doctoral thesis]. Louisville, KY: University of Louisville.
Keywords: WAC, professional movement, department, program, status, revolutionary
Harris, Joseph. (2004). Thinking like a program. Pedagogy 04.3, 357-363.
Harris asks if making Composition a discipline has improved the working conditions of teachers; it's still TAs and adjuncts who teach first-year composition. He describes "Writing 20," the only course at Duke required of all undergraduates. It is run, not by the English Department, but by the Duke University Writing Program. The classes are taught by "fellows," non-tenure-track teachers, mostly with PhDs, from a wide range of disciplines. Harris says many are young teachers who want to improve their teaching skills before specializing in their fields. The Duke UWP is an interesting model, although of course it wouldnt work everywhere. [WAC Clearinghouse]
Keywords: composition-studies, English-profession, part-time, Duke University, FYC, program, thematic, teaching fellow, WAC
Harris, Muriel. (1992). The writing center and tutoring in WAC programs. In McLeod, Susan H.; Margot Soven (Eds.), Writing across the curriculum: A guide to developing programs; Newbury Park, CA: Sage [ERIC Document Reproduction Service, ED 350 622].
Keywords: WAC, program, change, wcenter, tutoring
Harris, Muriel; Madelon Cheek. (1985). An interdisciplinary program linking computers and writing instruction. Collegiate Microcomputer 03.3, 213-218.
Keywords: computer, interdisciplinary, program, pedagogy, WAC
Hartmann, David J.. (1992). Program assessment in sociology: The case for the bachelor's paper. Teaching Sociology 20.2, 125-128.
Keywords: WAC, sociology-program, senior thesis, assignment, program-validation
Hartzog, Carol Petersen. (1986). Composition and the academy: A study of writing program administration. New York: Modern Language Association of America.
Keywords: survey, data WPA, program, USA, funding, status, academic, rank, staff, curriculum, syllabus, WAC, teaching-assistant, mentor, WPA-opinion, University of North Carolina, University of Pennsylvania, Harvard University
Haswell, Richard H.; Susan Wyche-Smith. (1994). Adventuring into writing assessment. College Composition and Communication 45.2, 220-236.
Keywords: assessment, test-design, WAC, placement, teacher-rater, faculty-participation, review-of-scholarship, implementation, testing-program, maintenance, Washington State University
Haswell, Richard; Susan McLeod. (1997). WAC assessment and internal audiences: A dialogue. 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, insider program-validation, stakeholder, report-writing, teacher-administrator, WPA, board of regents, persuasive, research-method
Haust, Bill. (1998). Writing experiences across the art department curriculum. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 09, 29-35.
Keywords: WAC, art-course, art program, write-to-learn
Hayes, John R.; Diana M. Bajzek; Susan Lawrence; Erwin R. Steinberg. (2007). Developing an online writing tutor: The interaction of design principles and assessment. In O'Neill, Peggy (ed.), Blurring boundaries: Developing writers, researchers and teachers: A tribute to William L. Smith; Cresskill, NJ: Hampton Press.
Keywords: online-tutor, writing-tutor, WAC, audience, technical-writing, thesis statement, data, pedagogy, judgment training, basic-writing, science-student, engineering-student, Online Writing Lab, Carnegie Mellon Writing Tutor, Cognitive Tutor for Writers, Calibrated Peer Review, peer-evaluation, self-validation, Sager, assessment-criteria, goal-setting, exercise, decomposition, participation-student, scaffolding, feedback, tutor-features, tutoring session, assessment, program-design, sample essay, William L. Smith, tribute, anecdote, , principle, tutoring
Hendricks, William. (1987). The University of Pittsburgh's writing-designated courses. http://comppile.tamucc.edu/TeachingWriting/v9/V9N1(Hendricks).pdf [full text]. Teaching Writing: Methods, Materials, & Measurements 09, 42-47.
Keywords: advanced, curriculum, syllabus, 'writing designated', intensive, WAC, University of Pittsburgh
Henschen, Beth M.; Edward I. Sidlow. (1990). Collaborative writing. College Teaching 38.1, 29-32.
Keywords: Loyola University of Chicago, Northwestern University, WAC, program, intercollegiate, oral-presentation, debate, extramural, collaboration, student-opinion, questionnaire
Herrington, Anne; Charles Moran (Eds.). (1992). Writing, teaching, and learning in the disciplines (Research and scholarship in composition, Vol. 1). New York: Modern Language Association.
Keywords: WAC, discipliunary, pedagogy, program-design
Herrington, Anne; Donna LeCourt; Susan McLeod; David Russell; Art Young; Mike Palmquist. (2000). Principles that should guide WAC/CAC program development [forum]. link to full text. Academic Writing 01.
Keywords: WAC, CAC program-maintenance, purpose, principle, principle
Herscovici David S.. (2005). Writing assignments in computer programming classes. Segall, Mary T.; Robert Smart (Eds.), Direct from the disciplines: Writing across the curriculum; Portsmouth, NH: Boynton/Cook.
Keywords: WAC, assignment, computer-science-course, programming, pedagogy
Hilgers, Thomas L.; Ann Shea Bayer; Monica Stitt-Bergh; Megumi Taniguchi. (1995). Doing more than 'thinning out the herd': How eighty-two college seniors perceived writing-intensive classes. Research in the Teaching of English 29.1, 59-87.
Keywords: student-opinion, senior, writing-intensive, WAC, interview, follow-up, data, percentage
Hilgers, Thomas L.; Edna Lardizabal Hussey; Monica Stitt-Bergh. (1999). 'As you're writing you have these epiphanies': What college students say about writing and learning in their majors. Written Communication 16.3, 317-353.
Keywords: WAC, student-opinion, writing-intensive, upper-division, writer-strategy, ideology, disciplinary, inquiry-method, problem-solving, epiphany
Hines, Roger N.. (1984). WAC in the Cobb County schools. Writing Across the Curriculum [Southern Technical Institute] 02.1, 2-3.
Keywords: WAC, school, K-12, Georgia, Stell Ross, implementation, objective
Hinman, Mary-Lou. (1998). W-courses in the English department: A goodbye interview of Henry Vittum. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 09, 105-109.
Keywords: WAC, literature-course, intensive, teacher-interview, Henry Vittum
Hobart, James C.. (1993). A budget director's view of writing. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 04, 25-30.
Keywords: WAC, administrating, administrator-opinion, program, cost
Hocks, Mary E.. (2001). Using multimedia to teach communication across the curriculum. [fulltext]. Writing Program Administration 25.1-2, 25-44.
Keywords: multimedia, WAC, communication across the curriculum, CAC, WPA, technology, computer
Hocks, Mary E.; Daniele Bascelli. (1998). Building a writing-intensive multimedia curriculum. In Reiss, Donna; Dickie Selfe; Art Young (Eds.), Electronic communication across the curriculum; Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 416 561].
Keywords: computer, WAC, Spelman College, faculty-resistance, faculty-workshop, pedagogy, multimedia project, writing-intensive, WAC
Hocks, Mary E.; Elizabeth Sanders Lopez; Jeffrey T. Grabill. (2000). Praxis and institutional architecture: Designing an interdisciplinary professional writing program. link to full text. Academic Writing 01.
Keywords: program-design, WAC, CAC, interdisciplinary, institutional, praxis
Holdstein, Deborah H.. (2001). 'Writing across the curriculum' and the paradoxes of institutional initiatives. Pedagogy 01.1, 37-52.
Argues that faculty involved in WAC are often blissfully unaware of the motives of administrations that support WAC. Argues that WAC, which started as a "bottom-up" effort, can become institutionalized or "top-down." Observing a listserv, Holdstein finds that teachers think problems with WAC are peculiar to their university, rather than symptoms of a general problem: WAC being used deceitfully by universities. Holdstein warns that WAC can be used to avoid the issue of improving student writing. WAC can become public relations. Writing instruction may be shifted to teachers who have no interest in it; with no oversight, writing suffers. "Writing Intensive" classes may compartmentalize writing, counter to the spirit of WAC. Some universities are saying that WI classes should take the place of required composition classes. Holdstein warns that WAC may be "hijacked." Eric Martin wrote a rebuttal to this article. Available online via MUSE database. [WAC Clearinghouse]
Keywords: WAC, program, implementation, initiative, hierarchy, faculty-administration, needs-analysis, intensive, initiative, paradox
Holladay, John M.; Monroe County Community College [Michigan]. (1990). Writing across the curriculum annual report, 1989-90: Comprehensive report. ERIC Document Reproduction Service, ED 326 260.
Keywords: wcenter, Monroe County Community College, WAC, program-validation, survey, faculty-opinion, student-opinion, tutor-opinion, data, teaching-fellow, conferencing, annual-report
Holladay, John M.; Sue Zwayer; Monroe County Community College [Michigan]. (1992). Monroe County Community College writing across the curriculum: Annual reports 1990-1991 and 1991-1992. ERIC Document Reproduction Service, ED 353 014.
Keywords: Monroe County Community College, WAC, program-validation, data, annual-report
Holladay, John; Monroe County Community College [Michigan]. (1987). Institutional project grant: A report on research into writing-across-the-curriculum projects. ERIC Document Reproduction Service, ED 298 995.
Keywords: two-year, Michigan, survey, data, Monroe County Community, WAC, needs-analysis, implementation, grant, program
Holzman, Michael. (1983). Articulating composition. College English 45.3, 288-295.
Keywords: WPA, program, WAC, teacher-evaluation, interdisciplinary
Hudd Suzanne S.. (2005). Evaluating writing across the curriculum programs. Segall, Mary T.; Robert Smart (Eds.), Direct from the disciplines: Writing across the curriculum; Portsmouth, NH: Boynton/Cook.
Keywords: WAC, program-validation, sociology
Hughes, Brad; Emily B.Hall. (2008). Guest editors' introduction [to a special issue on Rewriting across the curriculum: Writing fellows as agents of change in WAC. [fulltext]. Across the Disciplines 05.
Keywords: teaching fellow, WAC, program, history, guest-editorial
Hughes-Wiener, Gail; Susan K. Jensen-Cekalla. (1991). Organizing a WAC evaluation project: Implications for program planning. In Stanley, Linda C.; Joanna Ambron (Eds.), Writing across the curriculum in community colleges (New directions for community colleges, No. 73); San Francisco, CA: Jossey-Bass [ERIC Documentation Reproduction Services, ED 330 420].
Keywords: WAC, two-year, program-design, program-validation, change, implication, organizing
Huot, Brian; Emily Dillon. (2009). WAC and writing program assessment take another step: A response to Assessment of Writing. Paretti, Marie C.; Katrina Powell (Eds.), Assessment in writing (Assessment in the disciplines, Vol. 4); Tallahassee, TN: Association of Institutional Researchers.
Keywords: program-validation, assessment, WAC, disciplinary
Inman, James A.. (2001). At first site: Lessons from Furman University's Center for Collaborative Learning and Communication. link to full text. Academic Writing 02.
Keywords: Furman University, learning-center, wcenter, WAC, CAC, collaborative, needs-analysis, program-design, program-implementation
Jackson, Rebecca; Deborah Morton. (2007). Becoming landscape architects: A postmodern approach to WAC sustainability. [fulltext]. WAC Journal 18, 44-58.
Keywords: WAC, program, maintenance, postmodernist, local, institutional, renewal, transformative, change, agency, landscape, contemporary, sustainability
Jacobs, Erica. (1981). Three years with the faculty writing program. [fulltext]. Writing: Newsletter of the George Mason University Faculty Writing Program (October), 03-Feb.
Keywords: WAC, program, history, George Mason University
Janangelo, Joseph. (2002). Writhing across the curriculum: Contemplating auteurism and creativity in writing program direction. In Rose, Shirley K.; Irwin Weiser (Eds.), The writing program administrator as theorist; Portsmouth, NH: Boynton/Cook Heinemann.
Keywords: WPA, theory, administering, WAC, auteurism, film, directorship, creativity
Jankovich, Jackie L.; Karen Sterkel Powell. (1997). An implementation model for a communication across the curriculum program. Business Communication Quarterly 60.2, 9-19.
Keywords: business-communication, CAC, WAC, program, implementation
Janopoulos, Michael. (1995). Writing across the curriculum, writing proficiency exams, and the NNS college students. Journal of Second Language Writing 04.1, 43-50.
Janopoulos examines the additional pressure WAC programs may place on L2 writers to write at the same level as their native English speaking (NES) peers, especially through Writing Proficiency Exams. He reviews the literature on L2 writing assessment, and concludes that L2 writers will not perform as well as NES writers when the assessment is based on NES writing standards, and then examines the types of support currently available to L2 writers. Based on these findings, Janopoulos argues that L2 writers need more opportunities for writing across the curriculum, more experiences writing ‘for a wide range of purposes and audiences’ (48), and more mentoring from faculty across the curriculum on their writing. He then recommends additional institutional support for L2 writers, in the form of faculty development specific to L2 writing, staffing of writing centers with tutors trained in L2 writing, and funding for research on L2 writing. [Michelle Cox, WAC/WID and Second Language Writers (Part 1: WAC/WID Administrative Issues and L2 Writers), WPA-CompPile Research Bibliographies, No. 8]
Keywords: ESL, WAC, testing, proficiency, data, administrating, WPA, proficiency
Jeske, Jeff. (1993). Troubleshooting the 'W ' course. ERIC Document Reproduction Service, ED 362 871.
Keywords: WAC, intensive, upper-division, validation, data, teacher-story, teacher-evaluation, Guilford College [North Carolina], process, write-to-learn, peer-observer, peer-editing, sequence, motivation, troubleshooting
Johns, Ann M.. (1991). Interpreting an English competency exam: The frustrations of an ESL science student. Written Communication 08.3, 379-401.
Johns uses a case study approach to examine why a L2 student writing successfully in upper-level courses in the major would repeatedly fail a writing proficiency exam. Through interviews with a L2 science student, comparison of the student’s writing in response to the writing exam prompt and to a biology assignment, analysis of the writing instruction the student received within composition courses and courses across the curriculum, Johns presents a portrait of a system gone awry and opens questions on the ethics of administering writing proficiency exams to L2 students. [Michelle Cox, WAC/WID and Second Language Writers (Part 1: WAC/WID Administrative Issues and L2 Writers), WPA-CompPile Research Bibliographies, No. 8]
Keywords: WAC, ESL, administrating, WPA, assessment, testing, proficiency, case-study, science-major, competency, student-frustration
Johns, Ann M.. (2001). ESL students and WAC programs: Varied populations and diverse needs. In McLeod, Susan H.; Eric Miraglia; Margot Soven; Christopher Thaiss (Eds.), WAC for the new millennium: Strategies for continuing writing across the curriculum programs; Urbana, IL: National Council of Teachers of English.
In this landmark chapter, Johns provides WAC administrators with an overview of the research on second language writers, covering such issues as differences between permanent resident L2 students and visa-holding L2 students; second language acquisition; error; and contrastive rhetoric. She then provides approaches for analyzing how and where L2 students are taught to write in a university as well as provides suggestions for better supporting L2 writers across the curriculum though faculty development, particularly in relation to understanding the writing development of L2 students, understanding and dealing with sentence-level errors in L2 writers’ texts, and the cultural complexities of plagiarism. [Michelle Cox, WAC/WID and Second Language Writers (Part 1: WAC/WID Administrative Issues and L2 Writers), WPA-CompPile Research Bibliographies, No. 8]
Keywords: WAC, ESL, program, needs-analysis, change, diversity, WPA, administrating
Johnson-Shull, Lisa. (1995). GedEd 302 up and running. Writing Program Newsletter [Washington State University] 01.1, 5.
Keywords: WAC, assessment, rising-junior, tutorial, wcenter, basic, intensive
Johnston, Scott; Bruce W. Speck. (1999). The writing center as ambassador plenipotentiary in a developing WAC program. In Barnett, Robert W.; Jacob S. Blumner (Eds.), Writing centers and writing across the curriculum programs: Building interdisciplinary partnerships; Westport, CT: Greenwood Press.
Keywords: WAC, wcenter, interdisciplinary, program-design
Jones, Robert; interviewed by Kristine F. Anderson. (1987). WAC interview with Robert Jones, Michigan Tech. Writing Across the Curriculum [Southern Technical Institute] 04.2, 5-6.
Keywords: WAC, program, Michigan Tech, maintenance, faculty-commitment, history, funding, program-validation, future
Jones, Robert; Joseph J. Comprone. (1993). Where do we go next in writing across the curriculum?. College Composition and Communication 44.1, 59-68.
Keywords: WAC, program, objective, best-practices
Karcher, Barbara C.. (1988). Sociology and writing across the curriculum: An adaptation of the sociological journal. Teaching Sociology 16.2, 168-172.
Keywords: sociology-program, WAC, paper-load, grading, journal-writing, write-to-learn
Kean, John M.. (1983). The teaching of writing in our schools (Fastback 193). Bloomington, IN: Phi Delta Kappa Educational Foundation [ERIC Document Reproduction Service, ED 235 502].
Keywords: school, guidelines, pedagogy, public, process, imitation, contextual, grammar, MX, evaluation, WAC, program
Keller, John C.; et al.. (1993). The development of a dental student research program. Journal of Dental Education 57.5, 369-372.
Keywords: write-to-learn, dental-program, graduate, oral-presentation, WAC, University of Iowa
Kells, Michelle Hall. (2007). Writing across communities: Deliberation and the discursive possibilities of WAC. Reflections: A Journal of Writing, Service-Learning, and Community Literacy 6.1, 87-108.
This article argues that traditional models of WAC too narrowly privilege academic discourse over other discourses and communities shaping the worlds in which our students live and work. Writing Across Communities represents a shift in paradigm informed by Ecocomposition, New Literacy Studies, and Sociolinguistics. A Writing Across Communities approach to writing program reform foregrounds dimensions of ethnolinguistic diversity and civic engagement in contrast to other models of WAC currently institutionalized across the nation. Writing Across Communities, as a resistance discourse, calls for transdisciplinary dialogue that demystifies the ways we make and use knowledge across communities of practice. [Reflections]
Keywords: service-learning, pedagogy, pedagogy, WAC, WID, writing-across-the-curriculum, diversity, literacy, ecocomposition, sociolinguistics, ethnolinguistic, civic, program-design
Kells, Michelle Hall. (2012). Welcome to Babylon: Junior writing program administration and writing across communities at the University of New Mexico. link to full text. Composition Forum 25 (Spring).
Keywords: University of New Mexico, advanced, program, WAC
Kelly, Erna; Ellen Strenski. (1983). For all intensive purposes: A collection of model student essays from Writing Programs' intensive writing courses, 1982-1983. Los Angeles, CA: University of California, Los Angeles, Writing Programs.
Keywords: sample, WAC, intensive
Kelly, Kathleen A.. (1985). Writing across the curriculum: What the literature tells us. ERIC Document Reproduction Service, ED 274 975.
Keywords: WAC, review-of-scholarship, program, intensive, faculty-workshop, teacher-training, assessment
Kelly, Leonard. (1985). The evaluation of writing across the curriculum at Gallaudet College during the 1984-85 academic year. ERIC Document Reproduction Service, ED 283 146.
Keywords: Gallaudet College, WAC, program-validation, implementation, faculty-opinion, student-opinion, questionnaire, data, disability, deafness
Kelly, Leonard P.. (1995). Encouraging faculty to use writing as a tool to foster learning in the disciplines through writing across the curriculum. American Annals of the Deaf 140.1, 16-22.
Keywords: WAC, disability, deafness, implementation, pedagogy, objective, faculty-workshop, write-to-learn
Kennedy, Mary Lynch. (1995). Integrating writing into writing intensive courses and courses across the curriculum: A guide for faculty. Courtland, NY: State University of New York, Courtland.
Keywords: WAC, pedagogy, guidelines, assignment, intensive, integrated
Kimball, Sara. (1998). WAC on the web: Writing center outreach to teachers of writing intensive courses. In Hobson, Eric H. (Ed.), Wiring the writing center; Logan, UT: Utah State University Press.
Keywords: wcenter, computer, WAC, writing-intensive, outreach
Kinheavy, James L.. (1983). Writing across the curriculum. ADE Bulletin, no. 76, 14-21.
Keywords: WAC, intensive
Kiniry, Malcolm; Ellen Strenski; Mike Rose. (1990). UCLA. In Fulwiler, Toby; Art Young (Eds.) Programs that work: Models and methods for writing across the curriculum; Portsmouth, NH: Boynton/Cook Heinemann.
Kiniry, Strenski, and Rose begin their chapter by discussing how the linked-course program at UCLA was developed to offset the paucity and pedagogical narrowness of writing-instruction in undergraduate classes on campus: 'many undergraduate course don't assign writing, and when it is assigned, it is more often used as an evaluative tool rather than a pedagogical one' (30). Their writing program’s answer to the increasing need for writing instruction Writing Intensive English (English 100W), 'offered as a two credit course attached to a specific course in another discipline, and . . . taken by a portion of the students in that base course' (p. 31). A mid-section of the chapter is dedicated to 'theoretical/philosophical foundations' of the writing program at UCLA, including the linked-courses; these ideals include that notion that writing must be integrated into the learning goals of the course, the writing instruction is more effective when assignments are scaffolded, and that instruction in writing must include instruction in reading (p. 35). The authors describe three of the courses at UCLA at the time of writing—'English Composition, Rhetoric, and Language,' 'Intermediate Exposition,' and English 100W 'Intensive Writing.' They wrap up the chapter with a discussion of the 'future' of writing across the curriculum at UCLA. [Michelle LaFrance, Linked Writing Courses; WPA-CompPile Research Bibliographies, No. 14]
Keywords: University of California, WAC, Los Angeles, linked, scaffolding, intensive, ancillary, program, pedagogy, reading, future
Kinneavy, James L.. (1983). Writing across the curriculum. In Modern Language Association (Ed.), Profession '83; New York: Modern Language Association.
Keywords: WAC, program, theory
Kinneavy, James; interviewed by Kristine F. Anderson. (1984). An interview with James Kinneavy on writing across the curriculum programs. Writing Across the Curriculum [Southern Technical Institute] 02.1, 4-5.
Keywords: decline, SAT-testing, WAC, program, implementation, faculty inertia, turf, cost, faculty-motivation, incentive, University of Texas at Austin, intensive, future
Kipling, Kim J.; Richard John Murphy. (1992). Symbiosis: Writing and an academic culture. Portsmouth, NH: Boynton/Cook.
Keywords: WAC, Slippery Rock University, implementation, organizational, symbiotic, academic, curriculum
Kitzhaber, Albert R.. (1963). Themes, theories, and therapy: Teaching of writing in college. New York: McGraw-Hill [ERIC Document Reproduction Service, ED 020 202].
Keywords: survey, interinstitutional, program-validation, data, contrast-group, basic, college-span, essay-length, impromptu, development, curriculum, MX, arrangement, style, support, exemplification, interpretation, logical TR, sentence structure, free-modification, vocabulary, jargon, cohesion, regression, academic, reliability, WAC, motivation, rising-junior, exit-exam, advanced, embeddedness, assessment, research -method, contextualism, commenting, gain, deterioration, diagnosis, skill-transfer, deficit, therapy
Klein, William; Suellynn Duffey. (2009). Seduction or productivity: Repurposing the promise of technology. [fulltext]. Across the Disciplines 06.
Keywords: technology, WAC, cost-efficiency, conflict, administrative, program-implementation, research-program, repurposing, productivity, seduction
Klevgard, Laurie; Irene M. Diamond; Nancy S. Haugen; John M. Kean (Eds.). (1980). Interdisciplinary writing: A guide to writing across the curriculum. Madison, WI: Wisconsin Writing Project, University of Wisconsin.
Keywords: WAC, survey, program
Knight, Charles A.. (1981). English departments and interdisciplinary studies: The case of a law and justice program. ADE Bulletin, no. 67, 33-34.
Keywords: interdisciplinary, law-program, justice-program, University of Massachusetts-Boston, team-teaching, WAC
Knoblauch, C. H.. (1988). Rhetorical constructions: Dialogue and commitment. College English 50.2, 125-140.
Keywords: Freire, praxis, rhetorical, constructivist, critical consciousness, theory-practice, ontological, objectivist, expressionism, sociological, dialogic, political, individualism, reflexivity, WAC, commitment
Koncel, Mary A.; Debra Carney. (1992). When worlds collide: Negotiating between academic and professional discourse in a graduate social work program. ERIC Document Reproduction Service, ED 349 573.
Keywords: social-work, program-validation, Smith College, graduate, WAC, masters, thesis-writing, alumn, questionnaire, student-opinion, teacher-opinion, intensive, workshopping, conferencing, data, negotiation, professional-discourse, social
Koprowski, John L.. (1997). Sharpening the craft of scientific writing. Journal of College Science Teaching 27.2, 133-135.
Keywords: environmental-science-course, intensive, peer-evaluation, critical review, science-paper, WAC
Kuriloff, Peshe C.. (1992). The writing consultant: Collaboration and team teaching. In McLeod, Susan H.; Margot Soven (Eds.), Writing across the curriculum: A guide to developing programs; Newbury Park, CA: Sage [ERIC Document Reproduction Service, ED 350 622].
Keywords: WAC, program, change, peer-tutor, teamwork
Kuriloff, Peshe C.. (1999). Writing centers as WAC centers: An evolving model. In Barnett, Robert W.; Jacob S. Blumner (Eds.), Writing centers and writing across the curriculum programs: Building interdisciplinary partnerships; Westport, CT: Greenwood Press.
Keywords: WAC, wcenter, interdisciplinary, program-design, change
LaBaugh, Ross. (1995). Talking the discourse: Composition theory. In Sheridan, Jean (Ed.), Writing-across-the-curriculum and the academic library: A guide for librarians, instructors, and writing program directors; Westport, CT: Greenwood Press [ERIC Document Reproduction Service, ED 395 601].
Keywords: WAC, library, cooperative, librarian-teacher, program, discourse, theory
Landsburg, David; Stanley Witt. (1984). Writing across the curriculum: One small step. ERIC Document Reproduction Service, ED 248 922. Innovation Abstracts 06.13 (April).
A writing-across-the-curriculum program has been initiated at the East Campus of Pima Community College in an effort to improve student literacy. The program operates in the following manner: (1) faculty in all disciplines on campus are asked to get involved in the program, those who participate being paid a one-time fee of $100 for their efforts; (2) participating faculty develop a writing assignment which meets prescribed criteria, such as proper formatting, acceptable documentation, and correct language usage; (3) students complete the assignment and submit their paper to the course instructor; (4) the course instructor submits the papers to a "Collateral Grader," a writing instructor who grades the papers for mechanics; (5) the "Collateral Grader" marks all detected errors in each paper and makes an overall evaluation indicating that the paper passes or must be rewritten; (6) the course instructor grades the passing papers for content and determines the course grade; and (7) participating faculty evaluate the process at the end of the course. The use of the "Collateral Grader" has several advantages; e.g., students receive writing feedback from an instructor who has the skills to effectively grade grammar, spelling, punctuation, and usage; awareness of the need for campus-wide writing standards is generated; and student-teacher negotiation concerning the importance of writing skills is reduced. Survey results show positive responses from both students and faculty. [ERIC]
Keywords: WAC, Pima Community College [Arizona], two-year, program, outside grading, evaluation
Larson, Richard L.. (1992). A comment on 'The Second Stage in Writing Across the Curriculum' [by Charles Bazerman]. College English 54.1, 89-91.
Keywords: WAC, program
Larson, Richard L.. (1994). Curricula in college writing programs: Much diversity, little assessment (Ford Foundation report, No. 850-0584). New York: City University of New York, Research Foundation.
Keywords: program-validation, USA, survey [1986; 1990], WAC, exit-exam, curriculum, formalist, content, process, audience, process, freewriting, brainstorming, practice-research, objective, validation, textbook, mode, grammatical, sentence combining, revising, peer-evaluation, advanced, WAC, assignment, sequence, read-write, genre, data-analysis, teacher-training
Latona, John. (1991). What do we mean by 'writing-intensive'?. Composition Chronicle Newsletter 04.6, 8-9.
Keywords: WAC, writing-intensive
Lauer, Janice M.; Gene Montague; Andrea Lunsford; Janet Emig. (1991). Four worlds of writing. 3rd edition [textbook with readings]. New York: Harper & Row.
Keywords: English-profession, pedagogy, theory-practice, WAC, disciplinary, readings
Law, Joe. (1998). Evaluating writing across the curriculum. Composition Studies 26.1, 73-82.
Keywords: WAC, program-validation
Law, Richard G.. (1989). Improving student writing: An institutional approach. Issues in Writing 01.2, 120-133.
Keywords: program, WAC, gen-ed, Washington State University, improvement, student-writing
Leahy, Richard. (1999). When a writing center undertakes a writing fellows program. In Barnett, Robert W.; Jacob S. Blumner (Eds.), Writing centers and writing across the curriculum programs: Building interdisciplinary partnerships; Westport, CT: Greenwood Press.
Keywords: WAC, wcenter, interdisciplinary, peer-evaluation, teaching-fellow, program, implementation
Lee, Virginia S.. (2004). Assessing the impact of inquiry-guided learning at NCSU [North Caroline State University]. In Lee, Virginia S. (Ed.), Teaching and learning through inquiry: A guidebook for institutions and instructors; Sterling, VA: Stylus.
Keywords: inquiry-based, WAC, program-validation, North Caroline State University]
Lerner, Neal. (2007). Rejecting the remedial brand: The rise and fall of the Dartmouth Writing Clinic. College Composition and Communication 59.1, 13-35.
Keywords: basic-regular, branding, Conference on College Composition and Communication, first-year-, National Council of Teachers of English, progressive era, progressivism, WAC, wcenter, WPA, Albert Kitzhaber
Lindblom, Kenneth; Patricia A. Dunn. (2004). Cooperative writing 'program' administration at Illinois State Normal University: The Committee on English of 1904-05 and the influence of Professor J. Rose Colby. In L'Eplattenier; Lisa Mastrangelo (Eds.), Historical studies of writing program administration: Individuals, communities, and the formation of a discipline; West Lafayette, IN: Parlor Press.
Keywords: WPA, Illinois State Normal University, June Rose Colby, Harvard narrative, normal college, cooperative, professional movement, Committee on English, historical, WAC, cooperative language instruction, language-use, error, pedagogy, student-centered, samples (ISNU Faculty Meeting Minutes, 27 September 1904: [Report One of] The Committee on English, 4 April, 1905: Report [Two] of the Committee on English), discipline, English-profession
Long, Casey M.; Milind M. Shrikhande. (2010). Using citation analysis to evaluate and improve information literacy instruction. In Mackey, Thomas P.; Trudi E. Jacobson (Eds.), Collaborative information literacy assessments;New York: Neal-Schuman.
Keywords: citation-analysis, information literacy, pedagogy, George State University, WAC, program-validation, WAC, research-method
Lovitt, Carl R.. (1992). Assessment as a team effort: The Pearce Center assessment research team. ERIC Document Reproduction Service, ED 345 259.
Keywords: Clemson University, WAC, Pearce Center, program-validation, teamwork
Lowthian, Carol P.; James R. Mingle; Southern Regional Education Board. (1982). Writing across the curriculum [special issue]. ERIC Document Reproduction Service, ED 254 849. Regional Spotlight: News of Higher Education in the South 14.1.
Focusing on the practical applications of content area writing, and programs using writing assignments in all areas of the college curriculum, this serial issue has three sections. The theme article, "Writing across the Curriculum," discusses the writing across the curriculum movement, and examines ways two colleges have incorporated writing into their general education requirements and their upper level requirements. In this same context, it also describes comprehensive institution-wide programs, faculty development, and some of the problems inherent in implementing such writing programs. A second article, "An Upper-Division Writing Course," by Robbins Burling, describes the background and implementation of an upper-division writing course in anthropology. Thirdly, an interdisciplinary syllabus for a composition course is included in the report. [ERIC]
Keywords: WAC, history, gen-ed, curriculum, requirement, upper-division, program, teacher-growth, implementation, anthropology-course, interdisciplinary, syllabus
Luebke, Steven R.. (2002/2003). Using linked courses in the general education curriculum. link to full text. Academic Writing 03.
In this case study of a pilot project at the University of Wisconsin-River Falls, Luebke explores the challenges faced in developing a link between a first-year English and an environmental studies course. The goal of the linked-course was to challenge students to see connections across the disciplines, while also building skills important to both classes. Leubke comments on the 'significant preparation' necessary to teach in a linked course model (3), especially the time commitment involved. He speaks to the institutional obstacles that linked courses may face and how the territoriality of faculty can complicate teaching in linked courses. He also discusses the assessment of the pilot link and the quite positive perceptions of students in the linked courses. He concludes that the advantages of linked course outweigh the difficulties of reorientation and on-going negotiation that may arise when a new link is implemented. This article's cautionary information about the issues entailed in linking courses is useful for researchers, program administrators, and instructors alike. [Michelle LaFrance, Linked Writing Courses; WPA-CompPile Research Bibliographies, No. 14]
Keywords: gen-ed, program, linked, WAC, interdisciplinary, WID, learning-community, pedagogy, response, University of Wisconsin--River Falls, site-analysis, environmental-science-course, student-opinion, data, program-validation, turf, institutional, teaching-load
Lund, Donna J.. (1989). A structural approach to integrating write to learn in all disciplines. ERIC Document Reproduction Service, ED 304 698.
Keywords: WAC, Robert Morris College, business, write-to-learn, retraining, program-design, implementation, integrated
Lupack, Barbara Tepa. (1983). Writing across the curriculum: Designing an effective model. ERIC Document Reproduction Service, ED 238 025.
Keywords: WAC, program-design, model, curriculum-design
Lutzker, Marilyn. (1995). What writing-across-the-curriculum instructors can learn from librarians. In Sheridan, Jean (Ed.), Writing-across-the-curriculum and the academic library: A guide for librarians, instructors, and writing program directors; Westport, CT: Greenwood Press [ERIC Document Reproduction Service, ED 395 601].
Keywords: WAC, library, cooperative, librarian-teacher, program, term-paper, sources, library, bibliographic-search
Madigan, Chris. (1987). Writing as a means, not an end. Journal of College Science Teaching 16, 245-249.
Keywords: WAC, mathematics-course, science-course, write-to-learn, theory, program, USA, survey, data
Magee, Rosemary M.. (1988). The project at Emory University: The importance of being eclectic. ERIC Document Reproduction Service, ED 295 179.
Keywords: Emory, WAC, program, implementation, pedagogy, disciplinary, eclecticism
Magistrale, Tony. (1986). Writing across the curriculum: From theory to implementation. Journal of Teaching Writing 05.1, 151-157.
Keywords: WAC, theory, implementation
Magnotto, Joyce Neff; Barbara R. Stout. (1992). Faculty workshops. In McLeod, Susan H.; Margot Soven (Eds.), Writing across the curriculum: A guide to developing programs; Newbury Park, CA: Sage [ERIC Document Reproduction Service, ED 350 622].
Keywords: WAC, program, change
Magnotto, Joyce; with LeRoy Badger; William Blanchard; Catherine Cant; Clyde Ebenreck; Thomas Garrah; Christine McMahon; William Peirce; Mary Helen Spear. (1990). Prince George's Community College. In Fulwiler, Toby; Art Young (Eds.) Programs that work: Models and methods for writing across the curriculum; Portsmouth, NH: Boynton/Cook Heinemann.
Keywords: program, WAC, Prince George's Community College
Magruder, Jack; Michael A. McManis; Candace C. Young. (1997). The right idea at the right time: Development of a transformational assessment culture. In Gray, Peter J.; Trudy W. Banta (Eds.), The campus-level impact of assessment: Progress, problems, and possibilities; San Francisco, CA: Jossey-Bass.
Keywords: assessment, program, Truman State University, Northeast Missouri State University, implementation, portfolio, WAC, maintenance, validity, reliability, transformative
Maimon, Elaine. (1981). The writing program at Beaver College. http://comppile.org/archives/fforum/fforum2(2).htm [fulltext]. fforum: A Newsletter of the English Composition Board, University of Michigan 02.2, 83, 95.
Keywords: WAC, Beaver College, program, FYC, wcenter, graduate
Maimon, Elaine P.. (1984). Comprehensive writing programs. The Forum for Liberal Education 07.1, 4-6.
Keywords: program, WAC, sustainability
Maimon, Elaine P.. (1995). Afterword. In Sheridan, Jean (Ed.), Writing-across-the-curriculum and the academic library: A guide for librarians, instructors, and writing program directors; Westport, CT: Greenwood Press [ERIC Document Reproduction Service, ED 395 601].
Keywords: WAC, library, cooperative, librarian-teacher, program
Maimon, Elaine P.; Barbara F. Nodine; Gail W. Hearn; Janice Haney-Peritz. (1990). Beaver College. In Fulwiler, Toby; Art Young (Eds.) Programs that work: Models and methods for writing across the curriculum; Portsmouth, NH: Boynton/Cook Heinemann.
Keywords: program, WAC, Beaver College
Maimon, Elaine R.. (1986). Knowledge, acknowledgment, and writing across the curriculum: Toward an educated community. In McQuade, Donald A. (Ed.), The Territory of language: Linguistics, stylistics, and the teaching of composition; Carbondale, IL: Southern Illinois University Press [ERIC Document Reproduction Service, ED 286 191].
Keywords: WAC, implementation, faculty, disciplinary, interpretive-community
Mantler, Gordon. (2017). 12 Years a Slave as a bridge to primary source research. link to full text. Prompt: A Journal of Academic Writing Assignments, 29-34.
Abstract: This historical analysis essay on the film 12 Years a Slave and several primary sources bridges earlier skills-based writing prompts with the final research project. It asks students to practice several essential writing moves that reflect the disciplinary approach of historians, without forgetting the concerns of film studies and literature scholars, and even filmmakers. Such moves include conducting careful primary source analysis and interrogation as a historian would; beginning to find sources on one's own (rather than being provided already curated materials); and formally analyzing a film in-depth, including commenting on filmmakers' techniques and how such choices impact the content that viewers witness.
Keywords: FILM / FILM-ANALYSIS,WRITING-ABOUT-FILM, HISTORY-WRITING, FYC, WID, WAC, ASSIGNMENT-WRITING, ASSIGNMENT, PEDAGOGY, REFLECTIVE PRACTICE,
Marius, Richard. (1980). Faculty indifference to writing: A pessimistic view. [fulltext]. Writing Program Administration 04.2, 11-Jul.
Keywords: program, WAC, faculty-opinion, indifference
Marland, Michael. (1977). Language across the curriculum: The implementation of the Bullock Report in the secondary school. London: Heinemann Educational Books.
Keywords: WAC, England, Bullock Report, curriculum, implementation
Martin, Eric V.. (2001). WAC paradoxes revisited: A program director's response [to Deborah Holdstein]. Pedagogy 01.2, 275-286.
Martin is responding to Deborah Holdstein’s article “”Writing Across the Curriculum” and the Paradoxes of Institutional Initiatives.” He agrees that WAC programs have become “top-down,” and that programs don’t always work. But he disagrees about the cause. WAC proponents are aware that they need to convince teachers from other disciplines that writing is worth the effort, he says. The real problem is resistance from these teachers, and the solution is to not impose WAC from above, but begin with dialog with faculty. Martin also disagrees that universities use WAC deceptively. In his experience, administrators feel real pressure from businesses and community members, and really want writing to improve. But WAC directors are often not given enough access to upper administration, and so don’t have enough input. With all the different faculty agendas, WAC gets lost in the absence of clear leadership. Martin also has seen no evidence that WI classes will replace composition classes. In his experience, administrators push for more writing classes, because they feel pressure to do so. Martin says there are no sinister motives behind WAC, although mistakes have been made in implementation. [WAC Clearinghouse]
Keywords: WAC, institutional, needs-analysis, faculty-resistance, teacher cooperation, hierarchy, intensive, program, implementation, paradox
Martin, Eric V.. (2002). (Re-)establishing a WAC community: Writing in new contexts at Governors State University. [fulltext]. WAC Journal 13, 43-58.
Keywords: WAC, program, history, change, Governors State University, faculty-community
Martin, Eric V.. (2002). (Re-)establishing a WAC community: Writing in new contexts at Governors State University. [fulltext]. WAC Journal, 43-58.
Keywords: WAC, program, history, change, Governors State University, faculty-community
Martindale, Carolyn. (1991). Infusing cultural diversity into communication courses. Journalism Educator 45.4, 34-38.
Keywords: journalism-program, WAC, diversity, minority, term-paper
Martins, David; Thia Wolf. (2005). Classroom-based tutoring and the 'problem' of tutor identity: Highlighting the shift from writing center to classroom-based tutoring. In Spigelman, Candace; Laurie Grobman (Eds.), On location: Theory and practice in classroom-based writing tutoring; Logan, UT: Utah State University Press.
Keywords: tutoring, classroom-based, tutor-identity, wcenter, tutor-tutee, teacher-tutor, literacy, WAC, WPA, identity, tutoring
Masiello, Lea; Malcolm Hayward. (1991). The faculty survey: Identifying bridges between the classroom and the writing center. link to full text. Writing Center Journal 11.2, 73-81.
Keywords: wcenter, faculty survey, administration, institution, WAC, WPA, data
McCleary, Bill. (1997). Changes in accounting education include increased use of writing tasks. ERIC Document Reproduction Service, ED 404 656.
Keywords: University of Illinois, accounting department, program, WAC, collaborative, write-to-learn, case-method, Project Discovery, Rama Ramamurthy, teaching-assistant
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.
Keywords: FYC, advocacy, web, digital, NCTE, information-literacy, practice-research, teacher-research, librarian-teacher, website, commercial, text-analysis
McGaha, Johnny E.. (1992). Incorporating writing into an applied discipline's curriculum. Reading Improvement 29.4, 265-270.
Keywords: WAC, criminal-justice-program, Southeast Missouri State University , paper-load, pedagogy, applied
McGuinness, Kathleen (Ed.). (1987). Non-traditional and interdisciplinary programs: Selected papers from the Fifth Annual Conference of Non-Traditional and Interdisciplinary Programs held in Virginia Beach, Virginia, May 4-6, 1987. Fairfax, VA: George Mason University.
Keywords: interdisciplinary, WAC, program, nontraditional, tradition
McGuinness, Kathleen [compiler]; George Mason University. (1987). Non-traditional and interdisciplinary programs: Selected papers from the 5th Annual Conference of Non-Traditional and Interdisciplinary Programs (Virginia Beach, Virginia, May 4-6, 1987). ERIC Document Reproduction Service, ED 289 403.
Keywords: WAC, interdisciplinary, program, nontraditional, tradition
McKenna, Eleanor; Liz Hamp-Lyons. (1990). The University of Michigan. In Fulwiler, Toby; Art Young (Eds.) Programs that work: Models and methods for writing across the curriculum; Portsmouth, NH: Boynton/Cook Heinemann.
Keywords: program, WAC, University of Michigan
McLeod, Susan H.. (1988). Translating enthusiasm into curricular change. In McLeod, Susan H. (Ed.), Strengthening programs for writing across the curriculum; San Francisco, CA: Jossey-Bass.
Keywords: WAC, program, faculty-enthusiasm, translating, curriculum, change
McLeod, Susan H.. (1992). Writing across the curriculum: An introduction. In McLeod, Susan H.; Margot Soven (Eds.), Writing across the curriculum: A guide to developing programs; Newbury Park, CA: Sage [ERIC Document Reproduction Service, ED 350 622].
Keywords: WAC, program, change
McLeod, Susan H.. (1995). Pygmalion or Golem? Teacher affect and efficacy. College Composition and Communication 46.3, 369-386.
Keywords: emotion, teacher-student, presupposition, Pygmalion-effect, self-efficacy, empathy, program
McLeod, Susan H.. (1995). The foreigner: WAC directors as agents of change. In Janangelo, Joseph; Kristine Hansen (Eds.), Resituating writing: Constructing and administering writing programs; Portsmouth, NH: Boynton/Cook.
Keywords: WPA, WAC, agency, change
McLeod, Susan H. (Ed.). (1989). Strengthening programs for writing across the curriculum (New directions for teaching and learning, No. 36). San Francisco: Jossey-Bass.
Available online as part of the Academic.Writing series, Landmark Publications in Writing Studies, this collection of thoughtful, thoroughly grounded essays explores the design of writing-across-the-curriculum programs in new and maturing programs. The collection also contains an appendix listing the results of the first comprehensive survey of writing-across-the-curriculum programs in the United States, Puerto Rico, and Canada. [WAC Clearinghouse]
Keywords: WAC, program, implementation, maintaining, administrating
McLeod, Susan H. (Ed.). (2000). Strengthening programs for writing across the curriculum [digital reprint of 1988, Jossey-Bass]. Fort Collins, CO: WAC Clearinghouse http://wac.colostate.edu/books/mcleod_programs/.
Available online as part of the Academic.Writing series, Landmark Publications in Writing Studies, this important collection addresses the design, funding, operation, and underlying pedagogical principles of WAC programs. [WAC Clearinghouse]
Keywords: WAC, program
McLeod, Susan H.; Margot Soven. (1991). What do you need to start-and sustain-a writing-across-the-curriculum program?. [fulltext]. Writing Program Administration 15.1-2, 25-34.
Keywords: WAC, implementation, maintenance
McLeod, Susan H.; Margot Soven (Eds.). (1992). Writing across the curriculum: A guide to developing programs. Newbury Park, CA: Sage [ERIC Document Reproduction Service, ED 350 622] http://wac.colostate.edu/books/mcleod_soven/.
Available online as part of the Academic.Writing series, Landmark Publications in Writing Studies, this important collection addresses the design, funding, operation, and underlying pedagogical principles of WAC programs. [WAC Clearinghouse]
Keywords: WAC, program, curriculum-design, implementation
McLeod, Susan H.; Margot Soven (Eds.). (2000). Writing across the curriculum: A guide to developing programs [digital reprint of 1992, Sage]. Fort Collins, CO: WAC Clearinghouse http://wac.colostate.edu/books/mcleod_soven/.
Keywords: WAC, program, curriculum-design, implementation
McLeod, Susan H.; Susan Shirly. (1988). Appendix: National survey of writing across the curriculum programs. In McLeod, Susan H. (Ed.), Strengthening programs for writing across the curriculum; San Francisco, CA: Jossey-Bass.
Keywords: WAC, program, USA, survey
McLeod, Susan H.; with Anne Whitney. (2007). Writing program administration (Reference guides to rhetoric and composition). Colorado Springs, CO: WAC Clearinghouse; West Lafayette, IN: Parlor Press.
Keywords: WPA, administrator role, history, review-of-scholarship, bibliography, curriculum, FYC, ESL, WAC, advanced, pedagogy, basic
McMillan, Fay C.. (1988). Writing in different disciplines: Problems and possibilities. Writing Across the Curriculum [Southern Technical Institute] 05.2, 12-16.
Keywords: WAC, program, needs-analysis, interdisciplinary, discipline-specific, assignment, mathematics-course, engineeringcourse, chemistry-course, vocational, literature-course, biology-course, history-course, psychology-course, sociology-course, business education
Meagher, E. M.. (1982). The development of a writing program: Obstacles and possibilities. ERIC Document Reproduction Service, ED 215 365.
Keywords: program-design, program-implementation, WPA, needs-analysis, part-time, comp-lit, schism, program-maintenance, WAC, placement, English-ed
Melzer, Dan. (2013). Using systems thinking to transform writing programs. link to full text. WPA: Writing Program Administration 36.2, 75-94.
Keywords: critical systems, FYC, WPA, CST, WAC, program-validation
Menges, Robert J.; Marilla D. Svinicki (Eds.). (1991). College teaching, from theory to practice (New directions for teaching and learning, No. 45). San Francisco, CA: Jossey-Bass.
Keywords: theory-practice, academy, WAC
Mierse, William; Jean Kiedaisch. (1995). Fitting writing into the survey. Art Journal 54.3, 82-86.
Keywords: art-course, write-to-learn, WAC, journal-writing, University of Vermont, intensive, pedagogy
Miraglia, Eric; Susan McLeod. (1997). Whither WAC? Interpreting the stories/histories of enduring WAC programs. [fulltext]. Writing Program Administration 20.3, 46-65.
Keywords: WAC, program, change, maintenance, survey, data
Moffett, James. (1992). Active voice: A writing program across the curriculum. 2nd edition. Portsmouth, NH: Boynton/Cook Publishers.
Keywords: WAC, school, program, curriculum, student-centered, development, age-level, sequence
Montgomery, Abigail L. . (2009). [Book review]. Teaching English in the Two-Year College 37.1, 87-89.
Keywords: Writing-Intensive: Becoming W-Faculty in a New Writing Curriculum, by Wendy Strachan, WAC
Moon, Gretchen Flesher.. (2003). First-year writing in the first-year seminars: Writing across the curriculum from the start. [fulltext]. WPA: Writing Program Administration 26.3, 105-118.
Keywords: FYC, first-year seminar, WAC, writing across the discipline, WPA, curriculum, program, program-design
Moorhead, Michael; Diane Martin Jordan; Eastfield College [Mesquite, TX]. (1987). Eastfield College 'writing across the curriculum': The Mentor Project. ERIC Document Reproduction Service, ED 283 540.
Keywords: WAC, program, Eastfield College, project, mentor
Moran, Charles; Anne Herrington. (1997). Program review, program renewal. 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, program-validation, assessment
Morgan, Meg. (1997). The crazy quilt of writing across the curriculum: Achieving WAC program assessment. 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].
Noting that the term ëassessment; sounds formal and institutional and frequently generates fear and anxiety, this [essay is taken from a book which] presents 14 essays that demonstrate that assessment can help students, teachers, and administrators in writing across the curriculum (WAC) programs learn about what they are doing well and about how they might do better. [WAC Clearinghouse]
Keywords: WAC, program-validation, quilting, discipline-metaphor
Morris, Barbra S.. (1982). Writing at the center of the curriculum: The Michigan program. ERIC Document Reproduction Service, ED 228 659.
The writing program at the University of Michigan (Ann Arbor) is based on the idea that writing is taught best when it is emphasized in every discipline. There is an upper division writing requirement, and all departments design and teach advanced writing courses. In 1978, at the same time that the program was created, an outreach program to schools statewide was also begun. The dialogues with teachers from all disciplines that have taken place during the outreach program have produced five specific suggestions to improve the teaching of writing: (1) develop a profile of the teacher of writing that will fit anyone in any discipline, (2) provide a rich range of contexts for writing, (3) capitalize on native knowledge of language as a bridge for students into written form, (4) clarify both audience and purpose of writing assignments, and (5) make what is known about writing accessible to others as the basis of dialogue between disciplines. A 1981 writing conference that grew out of the outreach program reaffirmed the importance of the Michigan program as a model for other schools. [ERIC]
Keywords: University of Michigan, WAC, program, school-college, pedagogy, contextual, student-knowledge, audience, purpose, interdisciplinary
Morris, Barbra S.. (1983). The English Composition Broad at the University of Michigan. In Bailey, Richard W; Robin Melanie Fosheim (Eds.), Literacy for life: The demand for reading and writing; New York, NY: Modern Language Association of America.
Keywords: University of Michigan, English Composition Board, WAC, program, WPA
Morrison, Julie Bauer; Jean-Paul Nadeau. (2003). How was your session at the writing center? Pre- and post-grade student evaluations. link to full text. Writing Center Journal 23.2, 25-42.
The authors know that students' initial attitudes about writing centers are overwhelmingly positive after a writing center visit (25, 30). They wanted know if this positive attitude changed over time, how extensive was the change, and what variables might correlate with the change, especially grades on papers. The authors gathered data with three surveys of undergraduate psychology students: a survey given immediately after the writing center visit (53 students), a survey given after the professor gave the paper grade (53 students), and a survey given one year after the second post-grade survey (16 students) (28). Analysis of the data (p <.05) reveals the usual positive results of most writing-center studies on student perceptions, 'regardless of semester, staff member, or month' (30); students expressed less satisfaction with the writing center after learning their paper grades irrespective of grade given, although students earning As lowered their ratings less than students earning a B or below (31-32); students who earned lower than an A thought that they could have worked harder; and students who earned an A thought they couldn't have done much more (32). Excepting one student's responses, the ratings collected by the third survey replicated the results of the first survey, and students report that their satisfaction with the writing center was 'directly influenced' by the paper grade (32). While contexts might have affected the satisfaction negatively, the authors suspect that the students' lower satisfaction of the writing center relates to the psychological 'idea of self-serving bias,' where these students did not want to take responsibility for their grade (33). The authors suspect, based on this psychological theory, that students blamed the writing center for the lower grade, thinking the staff members would 'fix' their papers for them (33-34). The authors recommend primarily that writing center staff and faculty work together to promote clear expectations of what writing centers and students can accomplish during sessions. They recommend 'forcefully encouraging' students to visit writing centers (writing center-based model of situating), but not requiring them to visit (curriculum-based model of situating). [Eliot F. Rendleman, Writing Centers and Mandatory Visits, WPA-CompPile Research Bibliographies, No. 22
Keywords: wcenter, pedagogy, pre-grade and post-grade data, survey, questionnaire, evaluation form, teacher-evaluation, survey, student-opinion, student-attitude, student-perception, mandatory visit, required visit, WAC, writing-intensive
Morrow, Susan Roberts. (1986). Writing across the curriculum at several liberal arts and technical colleges. Writing Across the Curriculum [Southern Technical Institute] 03.2 , 8-9.
Keywords: WAC, program, survey, Beaver College, DePaul University, Georgia Southern College, Temple University, Michigan Technological University, Purdue University, MIT, teacher-cooperation, team-teaching, co-op, data
Mullin, Joan. (1996). Surviving the WAC attack: How to answer the call for programmatic changes. Composition Chronicle Newsletter for Writing Teachers 09.4, 10-11.
Keywords: WAC, defense, public, change, program
Mullin, Joan A.. (1999). Writing across the curriculum. In Myers-Breslin, Linda (Ed.), Administrative problem-solving for writing programs and writing centers: Scenarios in effective program management; Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 430 232].
Keywords: WPA, WAC, administration, scenario
Mullin, Joan; Michael A. Pemberton. (2000). Review of 'Writing Centers and Writing Across the Curriculum Programs. Edited by Robert W. Barnett and Jacob S. Blumner. [full text archive]. Writing Lab Newsletter 24.9, 12-13.
Keywords: Writing Centers and Writing Across the Curriculum Programs, Robert W. Barnett, Jacob S. Blumner, wcenter, WAC
Mullin, Joan; Susan Schorn. (2007). Enlivening WAC programs old and new. [fulltext]. WAC Journal 18, 5-18.
Keywords: WAC, program, change, University of Texas at Austin, course-design, online, web-based, teacher-growth, faculty-retreat, faculty-workshop, teaching fellow, assignment, survey, alumn-opinion, data, sample
Mullin, William J.. (1989). Writing in physics. Physics Teacher 27.5, 342-347.
Keywords: WAC, rising-junior, advanced, physics-course, intensive, assignment, syllabus
Myers-Breslin, Linda (Ed.). (1999). Administrative problem-solving for writing programs and writing centers: Scenarios in effective program management. Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 430 232].
Keywords: program, wcenter, WAC, administrating, scenario
National Council of Teachers of English Executive Committee. (1979). Standards for basic skills writing programs. College English 41.2, 220-222.
Keywords: basic, program, objectives, form, content, audience, arrangement, genre, WAC, standard written English, error
Nelms, Gerald; Ronda Leathers Dively. (2007). [Printed version is incorrect: See NOTE in Annotation] Perceived roadblocks to transferring knowledge from first-year composition to writing-intensive major courses: A pilot study. [fulltext: Corrected Version: July 2008]. WPA: Writing Program Administration 31.1-2, 214-240.
NOTE: The version of this article that appears in the print copy of the journal is NOT the version meant for publication. It is an earlier draft that should not have been published. [authors] Nelms and Dively report on a study utilizing survey and focus group methodology to explore far transfer (as defined by Perkins and Salomon) from FYC to writing intensive (WI) courses at an institution with a two-course FYC sequence taught by GTAs with 'considerable freedom' of course design. Five themes emerged, several acting as 'roadblocks' to transfer. Student desire to 'compartmentalize' learning led to an inability to make connections across contexts. While some skills, including an understanding of the connection between thesis and support, an ability to analyze, and familiarity with the principles of citation, did transfer into WI courses, other skills identified as 'commonly addressed' in FYC did not. Further, WI instructors lamented the lack of time they had to address context-based writing in their courses, and although they recognized the essential nature of invention, peer response, and metacognition for writing success, they had not incorporated these strategies into their class meetings. Nelms and Dively note the significance of student dispositions, including lack of motivation, indifference about writing, and entitlement that are shown to limit transfer. Finally, they contend that the disparate vocabulary utilized in FYC and the content courses also hindered transfer; though instructors were often discussing the same concept, the different vocabulary prevented students (and instructors) from seeing connections. The authors recommend increased communication between FYC and WI instructors to bridge vocabulary differences, as well as teaching for transfer through contextualization, reflection, active learning, and the use of the 'hugging' and 'bridging' concepts of Perkins and Salomon. [Robin L. Snead, 'Transfer-Ability': Issues of Transfer and FYC, WPA-CompPile Research Bibliographies, No. 18]
Keywords: skill-transfer, knowledge-transfer, FYC, longitudinal, data, interdisciplinary, WPA, WAC, advanced, writing-intensive, pilot study
Nereson, Sally. (1994). Outside the lines but on the page: Perspectives on writing in an individualized, writing-intensive baccalaureate degree program (Technical Report No. 8). Minneapolis, MN: The Center for Interdisciplinary Studies of Writing, University of Minnesota.
Keywords: WAC, writing-intensive, individual, program, technical-report
Neuwirth, Christine M.. (2003). Multimedia literacy: Confessions of a nonmajor. In Bloom, Lynn Z.; Donald A. Daiker; Edward M. White (Eds.), Composition Studies in the new millennium: Rereading the past, rewriting the future; Carbondale, IL: Southern Illinois University Press.
Keywords: composition studies, anecdote, literacy-multimedia, literacy-visual, WAC, WPA, labor relations, interdisciplinary, technology, multimedia, pedagogy, nonmajor
Nochimson, Martha. (1980). Writing instruction across the curriculum: Two programs. link to full text. Journal of Basic Writing 04.2, 22-35.
Keywords: WAC, program
O'Donnell, Kevin. (1997). Promoting WAC in an era of anxiety: A report from a recently mandated program. Composition Chronicle Newsletter for Writing Teachers 10.6, 9-10.
Keywords: East Tennessee State University, WAC, program, mandated
O'Dowd, Kathleen. (1986). WAC programs: Moving beyond the ten-minute university. In O'Dowd, Kathleen; Earnest I. Nolan (Eds.), Learning to write/writing to learn; Livonia, MI: Madonna College, Humanities Writing Program.
Keywords: WAC, program
O'Neill, Peggy. (2012). How does writing assessment frame college writing programs?. In Elliot, Norbert; Les Perelman (Eds.), Writing assessment in the 21st century: Essays in honor of Edward M. White; New York: Hampton Press.
Keywords: program, assessment, WAC, WID, frame-analysis, case-study, accountability, accreditation, writing-intensive, administration
Odell, Lee. (1983). How English teachers can help their colleagues teach writing. In Stock, Patricia L. (Ed.), Fforum: Essays on theory and practice in the teaching of writing; Upper Mountclair, NJ: Boynton/Cook.
Keywords: WAC, faculty-workshop, program, implementation
Olds, Barbara M.; Jon A. Leydens; Ronald L. Miller. (1999). A flexible model for assessing WAC programs. http://wac.colostate.edu/atd/archives.cfm [full-text]. Language and Learning Across the Disciplines 03.2, 123-127.
These authors have developed an assessment matrix that provides both structure and flexibility while assuring that all essential steps of the assessment process are included. [WAC Clearinghouse]
Keywords: WAC, program-validation, assessment, flexibility, model
Osland, Dianne. (1986). Teaching writing at university--an experimental programme. Higher Education Research and Development 05.2, 177-184.
Keywords: skill-level, academy, support-system, WAC, program, pedagogy, experimental
Palmquist, Mike. (2005). Writing in emerging genres: Student Web sites in writing and writing-intensive classes. In Herrington, Anne; Charles Moran (Eds.), Genre across the curriculum; Logan, UT: Utah State University Press.
Keywords: genre, WAC, pedagogy, website, writing-intensive, FYC
Palmquist, Mike; Kate Kiefer; Donald E. Zimmerman. (1998). Communication across the curriculum and institutional culture. In Reiss, Donna; Dickie Selfe; Art Young (Eds.), Electronic communication across the curriculum; Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 416 561].
This article describes and analyzes specific institutional impediments to CAC and the solutions that include targeting students rather than faculty as the primary audience of CAC, use of computer technologies, and placement of CAC function in the Writing Center. [WAC Clearinghouse]
Keywords: Colorado State University, computer, CAC, WAC, wcenter, OWL, implementation
Panici, Daniel A.; Kathy B. McKee. (1997). Writing-across-the-curriculum within mass communication. Journalism and Mass Communication Educator 51.4, 47-53.
Keywords: WAC, program, survey, data, journalism-curriculum, mass-communication
Paretti, Marie C.; Katrina Powell. (2009). Bringing voices together: Partnerships for assessing writing across contexts. Paretti, Marie C.; Katrina Powell (Eds.), Assessment in writing (Assessment in the disciplines, Vol. 4); Tallahassee, TN: Association of Institutional Researchers.
Keywords: assessment, program, WAC
Paretti, Marie C.; Katrina Powell (Eds.). (2009). Assessment in writing (Assessment in the Disciplines, Vol. 4). Tallahassee, TN: Association of Institutional Researchers.
Keywords: assessment, disciplinary, program-validation, WAC
Parker, Adam; Michael Mattison. (2010). By the numbers. link to full text. WAC Journal 21, 37-51.
Keywords: WAC, mathematics-course, assignment, sample, intensive
Parker, Lesley H.. (1997). Institutional practices in promoting tertiary literacy: The development and implementation of a university-wide policy for enhancing students' communication skills. In Golebiowski, Zofia (Ed.); Victoria University of Techology [Melbourne, Australia]; Policy and practice of tertiary literacy: Selected proceedings of the first National Conference on Tertiary Literacy [Melbourne, Australia, March 14-16, 1996] (Research and practice, Vol. 1); ERIC Document Reproduction Service, ED 414 822.
Keywords: literacy, academic, WAC, policy, growth, implementation, policy
Parker, Robert P.. (1988). Theories of writing instruction: Having them, using them, changing them. English Education 20.1, 18-40.
Keywords: theory, WAC, theory-practice, learning-theory, change
Patricia, Williams,. (1997). The SHSU across-the-university writing program: Some new twists to a familiar story. http://wac.colostate.edu/atd/archives.cfm [full-text]. Language and Learning Across the Disciplines 02.1, 96-97.
Keywords: WAC, program
Patton, Martha. (2004). Situated writing lessons: Putting writing advice in disciplinary context. link to full text. Writing Instructor Beta 03.0.
Keywords: WAC, faculty-workshop, rhetoric, disciplinary, intensive, standards, prescriptivist, situational, faculty-opinion, situated
Patton, Martha D.. (2003). Research or faculty development? A study of WI faculty commenting practices. [link]. WPA: Writing Program Administration 27.1-2, 75-91.
Keywords: retraining, faculty development, research, response, commenting, WPA, writing-intensive, WAC
Patton, Martha D.; Jo Ann Vogt. (2007). The center will not hold: Redefining professionalism in the academy. In Dew, Debra Frank; Alice S. Horning (Eds.), Untenured faculty as Writing Program Administrators: Institutional practices and politics; West Lafayetter, IN: Parlor Press.
Keywords: WPA, professionalism, junior faculty, anecdote, tenure, jWPA, exploitation, reformist jWPA-values, case study, Mary Licklider, University of Missouri, Jo Ann Vogt, Marty Patton, social responsibility, collaboration, WAC, English, Rhetoric and Composition, Campus Writing Program, part-time, untenured, WPA, institutional, political, English-profession
Penny, Kathleen S.; Donna G. Roper. (1991). Desktop publishing: Implementation problems in academic courses. Computer-assisted Composition Journal 05.3, 65-68.
Keywords: desktop publishing, WAC, pedagogy, implementation
Perelman, Les. (2011). WAC revisited: You get what you pay for. link to full text. Writing Instructor (December).
Keywords: WAC, history, program, MIT, Beaver College, alumn-opinion, change, data
Perkins, Jane M.. (1997). Clemson's many CAC components. http://wac.colostate.edu/atd/archives.cfm [full-text]. Language and Learning Across the Disciplines 02.1, 105-108.
Keywords: Clemson University, WAC, program
Perry, Valerie. (2004). 'My teacher hates me!' The writing center as locus for a rhetoric-based WAC program. link to full text. Writing Lab Newsletter 28.8, 1-4.
Keywords: wcenter WAC, program, rhetoric-based, teacher-tutoring
Persky, Charles; Ann Raimes (Chairs); Faculty Seminar on the Teaching of Writing in the Subject Areas. (1981). Report of the Hunter College Faculty Seminar on the Teaching of Writing in the Subject Areas. New York: Hunter College of the City University of New York.
Keywords: WID, WAC, deterioration, recommendations, policy, requirement, intensive
Peters, Brad; Julie Fisher Robertson. (2007). Portfolio partnerships between faculty and WAC: Lessons from disciplinary practice, reflection, and transformation. College Composition and Communication 59.2, 206-236.
Keywords: Assessment, composition, cost-effective, coverage, cultural, efficiency, evaluation, FYC, nursing, portfolio, reflection, rubric, knowledge-transfer, transferability, WAC, WPA, transformative
Peterson Haviland, Carol; Edward M. White. (1999). How can physical space and administrative structure shape writing programs, writing centers, and WAC projects?. In Myers-Breslin, Linda (Ed.), Administrative problem-solving for writing programs and writing centers: Scenarios in effective program management; Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 430 232].
Keywords: wcenter, WPA, WAC, space, administration, scenario
Peterson, Linda H.. (1992). Writing across the curriculum and/in the freshman English program. In McLeod, Susan H.; Margot Soven (Eds.), Writing across the curriculum: A guide to developing programs; Newbury Park, CA: Sage [ERIC Document Reproduction Service, ED 350 622].
Keywords: WAC, program, change
Pfeiffer, Steven I.. (1981). A school psychology program's initial evaluation of its competency-based training model. Psychology in the Schools 18.1, 60-66.
Keywords: psychology-program, value-added, cross-sectional, graduate, competency, WAC, competency
Prince, Michael B.. (2009). A rescue plan for college composition and high-school English. Chronicle of Higher Education (July 27).
Keywords: pedagogy, school-college, needs-analysis, SAT-testing, prompt-analysis, reading, critical-thinking, reflexivity, reflection, David Bartholomae, Anthony Petrosky, Ways of Reading, CWPA, content-knowledge, Lisa Delpit, imitation, craft, basic-skills, WAC
Prior, Paul; Gail E. Hawisher; Sibylle Gruber; Nicole MacLaughlin. (1997). Research and WAC evaluation: An in-progress reflection. 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].
This essay reflects on the development of the Writing Across the Curriculum (WAC) program supported by the Center for Writing Studies (CWS) at the University of Illinois Urbana-Champaign. It provides a model of a program assessment as a distributive evaluation, engaging multiple audiences and agendas. The authors argue that this distributive model of assessment is needed to encourage dialogic interactions among faculty working across departmental and disciplinary boundaries. The essay discusses stances, resources, and strategies used in the multi-year WAC program evaluation. One of the findings of the study is that faculty in different disciplines value different aspects of their students’ writing. The essay suggests that ‘learning from those in other disciplinary cultures’ can make WAC programs stronger and help writing faculty enrich students’ experiences as writers in college. [Carl Whithaus, Distributive Evaluation, WPA-CompPile Research Bibliographies, No. 3]
Keywords: WAC, assessment, program, University of Illinois, program-validation, distributive evaluation
Quesenberry, Legene, et al. (2000). Assessment of the writing component within a university general education program. [Link]. Academic.Writing 1.
The purpose of this study was to assess whether flagged 'writing-intensive' courses within Clarion University's General Education Curriculum impacted on students' abilities to write. The major research question to be explored was, 'what effect does taking writing intensive courses have on students' writing ability, when factors such as initial matriculation ability and total coursework are taken into account?' After providing an overview of Clarion University and the State System of Higher Education (of which Clarion University is a part), this paper provides an overview of Clarion University's General Education program. This is followed by a description of the study's methodology, demographics of the research population, review of results, and discussion of results. [WAC Clearinghouse]
Keywords: gen-ed, general education, assessment, writing-intensive, WAC, WID, writing across the curriculum, data
Quirk, James R. F.. (1988). Teaching computer networks as a writing intensive course. ACM SIGCSE Bulletin 20.2, 30-35.
Keywords: Radford University, intensive, WAC, senior, syllabus, networked
Rasmussen, Robert A.. (1983). Writing across the disciplines at Humboldt State University. [full text]. The Quarterly of the National Writing Project 06.1, 6-8.
Keywords: WAC, program, Humboldt State University [California], faculty-workshop, pedagogy, science-course, assignment, in-class
Recoulley, Rex. (1985). The urgency and an opportunity: Implementing writing across the curriculum, a lecture by Dr. Richard Lanham. Writing across the Curriculum [Southern Technical Institute] 03.1, 5-6.
Keywords: WAC, Richard Lanham, decline, California, burn-out, CAI, jargon, disciplinarity, socialization, pre-post, research-method, college-span, revival, small college, paper-load, minority persistence, implementation
Redish, Janice C.; Kathryn Racette; American Institutes for Research.; Siegel & Gale, Inc.; Carnegie-Mellon University. (1979). Teaching college students how to write: Training opportunities for document designers. ERIC Document Reproduction Service, ED 192 333.
Keywords: program, curriculum, survey, data, national, FYC, advanced, wcenter, WAC, interdisciplinary, techcom, graduate
Reichelt, Melinda. (2005). WAC practices at the secondary level in Germany. [fulltext]. WAC Journal 16, 89-100.
Keywords: WAC, school, Germany, pedagogy, program
Reiff, John D.. (1981). Writing in the disciplines at the University of Michigan. http://comppile.org/archives/fforum/fforum2(2).htm [fulltext]. fforum: A Newsletter of the English Composition Board, University of Michigan 02.2, 75-77, 91-92.
Keywords: WAC, program, University of Michigan, requirement, content-course, upper-division, syllabus, workshop, pre-writing, term-paper, drafting, revising,
Reiss, Donna. (1996). From WAC to CCCAC: Writing across the curriculum becomes communication, collaboration, and critical thinking (and computers) across the curriculum at Tidewater Community College. ERIC Document Reproduction Service, ED 412 553.
Keywords: Tidewater Community College [Virginia], two-year, WAC, faculty-workshop, program-validation, critical-thinking, interdisciplinary
Reiss, Donna; Art Young. (2001). WAC wired: Electronic communication across the curriculum. In McLeod, Susan H.; Eric Miraglia; Margot Soven; Christopher Thaiss (Eds.), WAC for the new millennium: Strategies for continuing writing-across-the-curriculum programs; Urbana, IL: National Council of Teachers of English.
Keywords: WAC, digital, networked, internet, computer, program, change
Reithlingshoefer, Sally J.; James F. Sanford. (1988). Proceedings from the Sixth Annual Conference on Non-Traditional and Interdisciplinary Programs. Virginia Beach, VA: George Mason University.
Keywords: interdisciplinary, WAC, program, nontraditional, tradition
Reitmeyer, Morgan T.. (2009). Programs that work(ed): Revisiting the University of Michigan, the University of Chicago, and George Mason University programs after 20 years. [fulltext]. Across the Disciplines 06.
Keywords: WAC, program, change, history, technology, University of Michigan, University of Chicago, George Mason University
Rhodes, Barbara C.. (1993). Learning through writing: Teachers' perceptions and pedagogical strategies in three academic disciplines at a community college [doctoral thesis]. Indiana, PA: Indiana University of Pennsylvania.
Keywords: two-year, write-to-learn, academic, disciplinary, teacher-perception, teacher-as-writer, WAC, program, teacher-attitude, pedagogy
Rhodes, Lynne Austin. (1996). Purposes, processes, and personalities in disciplinary writing [doctoral thesis]. Columbia, SC: University of South Carolina.
Keywords: WAC, disciplinary, ethnographic, program, University of South Carolina
Rielly, Loretta; Sarah Beasley; Vicki Collins; Danielle Fagan; Christopher Langdon; Janet Webster. (1995). Case study: Oregon State University. In Sheridan, Jean (Ed.), Writing-across-the-curriculum and the academic library: A guide for librarians, instructors, and writing program directors; Westport, CT: Greenwood Press [ERIC Document Reproduction Service, ED 395 601].
Keywords: WAC, program, library, Oregon State University
Riordan, Diane A.; Michael P. Riordan; Cathy M. Sullivan. (2000). Writing across the accounting curriculum: An experiment. Business Communication Quarterly 63.3, 49-59.
Keywords: bizcom, accounting, writing-across-the-curriculum, WAC, pre-post, program development, assignments, experimentation
Ritter, Kelly. (2005). English 200: Intermediate Composition. Composition Studies 33.2, 89-112.
Keywords: WAC, major-nonmajor, writing-intensive, advanced, syllabus, Southern Connecticut State University, expository, thematic, argumentation, popular-culture, cultural
Ritter, Kelly; Paul Kei Matsuda (eds.). (2012). Exploring composition studies: Sites, issues, and perspectives. Logan, UT: Utah State University Press.
Keywords: composition-studies, scholarship, disciplinary, site, technical-writing, WAC, wcenter, WPA
Roberts, Leslie . (2008). An analysis of the national TYCA Research Initiative Survey Section IV: Writing across the curriculum and writing centers in two-year college English programs. Teaching English in the Two-Year College 36.2, 138-152.
Keywords: two-year, TYCA, Two-year College Association Research Initiative Survey, data, WAC, wcenter, program, initiative
Robertson, Linda R.. (1981). Stranger in a strange land, or stimulating faculty interest in writing across the curriculum. ERIC Document Reproduction Service, ED 211 996.
Keywords: WAC, teacher-training, retraining, program-validation, guidelines, faculty survey, outside consultant, teacher referral slip, advisory committee
Robertson, Linda R.. (1982). Assignments in the humanities: Writing-intensive course design. JAC: Journal of Advanced Composition 03.1-2, 48-59.
Keywords: advanced, writing-intensive, WAC, syllabus
Roen, Duane H.. (1984). Writing across the curriculum at the University of Arizona. Arizona English Bulletin 27.1, 11-19.
Keywords: WAC, University of Arizona, history, program
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.
Keywords: intensive, WAC, teacher-opinion, best-practices, in-house
Roen, Duane H.; Stuart C. Brown. (1986). Writing emphasis courses at the University of Arizona [in-house report]. Tempe, AZ: University of Arizona, University Composition Board for the Intercollegiate Writing Committee.
Keywords: intensive, WAC, University of Arizona, program-validation, in-house
Roost, Alisa. (2003). Writing intensive courses in theatre. Theatre Topics 13.2, 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. [WAC Clearinghouse]
Keywords: WAC, drama-course, revising, arrangement, journal-writing, group, term-paper, peer-evaluation, intensive
Rose, Lisa; Rachel Theilheimer. (2002). You write what you know: Writing, learning, and student construction of knowledge. [fulltext]. WAC Journal 12, 17-30.
Keywords: WAC, write-to-learn, foreknowledge, background, learning-theory, program-validation, Manhattan Community College, CUNY, two-year
Rose, Lisa; Rachel Theilheimer. (2002). You write what you know: Writing, learning, and student construction of knowledge. [fulltext]. WAC Journal 13, 17-30.
Keywords: WAC, write-to-learn, foreknowledge, background, learning-theory, program-validation, Manhattan Community College, CUNY, two-year
Rose, Mike. (1979). When faculty talk about writing. College English 41.3, 272-279.
Describes UCLA's Writing Research Project, a campus wide writing conference involving faculty and teaching assistants from a variety of disciplines. Distinguishes between writing practices, standards, and evaluation in other disciplines and those of the English department. Maintains the importance of inter departmental involvement in writing instruction, rewarding faculty involvement in writing instruction and research, and developing new curricula and evaluation standards. [Sue Hum]
Keywords: UCLA, Writing Research Project, research-project, conference, evaluation, program, change, curriculum, faculty-opinion, WAC, disciplinarity
Rose, Shirley K.; Irwin Peckham; James C. McDonald. (2011). Crabgrass and Gumbo: Interviews with 2011 WPA conference local hosts about place of writing programs at their home institutions. link to full text. WPA: Writing Program Administration 34.2, 126-152.
Keywords: WPA, interviewing, FYC, CAC, creative-writing, local, honors, program
Ross, Jeff; Dixon Faucette; Central Arizona College [Gilbert, AZ], Superstition Mountain Campus. (1994). College algebra and writing: A pilot project, spring semester 1994. Final report for the Title III Literacy Across the Curriculum team. ERIC Document Reproduction Service, ED 387 166.
Keywords: WAC, write-to-learn, Central Arizona College, mathematics-course, algebra, contrast-group, data, examination-performance, student-opinion, pilot program, final-report, teamwork
Rossi, Michael J.. (1996). Walking the tightrope: Negotiating between the ideal and the practical in the writing center. Part 2: The real. ERIC Document Reproduction Service, ED 399 538.
Keywords: wcenter, WAC, Muriel Harris, Stephen North, change, theory-practice, idealized, negotiation
Rutz, Carol; Clara Shaw Hardy; William Condon. (2002). WAC for the long haul: A tale of hope. [fulltext]. WAC Journal 13, 7-16.
Keywords: Carleton College, WAC, program, history, future, Washington State University, Willliam Condon, Marty Townsend, Kathleen Yancey, Richard Haswell
Ryan, Cathy. (2001). Communicating a new ABC: Advocacy, partnerships, and implementing change [Association of Business Communication]. Journal of Business Communication,, 38.3, 252-255.
Keywords: professional-organization, organizational, Association of Business Communication, business-communication, advocacy, implementation, change, implementation
Salem, Lori; Peter Jones. (2010). Undaunted, self-critical, and resentful: Investigating faculty attitudes toward teaching writing in a large university writing-intensive course program. link to full text. WPA: Writing Program Administration 34.1, 60-83.
Keywords: writing-intensive, WAC, WID, teacher-attitude, retraining, survey, quantitative, WPA, data
Sandler, Karen Wiley. (1992). Starting a WAC program: Strategies for administrators. In McLeod, Susan H.; Margot Soven (Eds.), Writing across the curriculum: A guide to developing programs; Newbury Park, CA: Sage [ERIC Document Reproduction Service, ED 350 622].
Keywords: WAC, program, change
Sanford, James F.; Sally J. Reithlingshoefer (Eds.). (1989). What if the university took teaching seriously? Selected papers from the Seventh Annual Conference on Non-Traditional and Interdisciplinary Programs: May 15-17, 1989, Virginia Beach Resort and Conference Center, Virginia Beach, Va. Virginia Beach, VA: George Mason University.
Keywords: interdisciplinary, WAC, program, nontraditional, tradition
Scharton, Maurice. (1983). Composition at Illinois State University: A preliminary assessment. Illinois English Bulletin 71, 11-22.
Keywords: WAC, survey, assignment, pedagogy, teacher-opinion, Illinois State University, program-validation, preliminary
Schoenfeld, Clay; John E. Ross. (1978). Environmental communication programs 'come of age'. Journalism Educator 33.2, 3-6, 61-64.
Keywords: WAC, environmental-communication, program University of Wisconsin, Madison
Schroeder, Gertrude; Troy State University; American Association of State Colleges and Universities. (1989). Writing-across-the-curriculum program. ERIC Document Reproduction Service, ED 321 652.
Keywords: WAC, program, Troy State University, student-opinion, faculty-opinion, data, survey
Schwartz, Helen J.. (1991). 21st-century citizen scholars: Testing what is possible and desirable. ERIC Document Reproduction Service, ED 335 673.
Keywords: Indiana University-Purdue University at Indianapolis (IUPUI), teleconference, WAC, bulletin-board, program, pedagogy
Sensenbaugh, Roger. (1992). Implementing writing across the curriculum. Composition Chronicle Newsletter 05.2, 9-10.
Keywords: ERIC, bibliography, WAC, implementation
Sensenbaugh, Roger. (1993). Writing across the curriculum: Past, present, and future. Reading Psychology 14.1, 71-77.
Keywords: WAC, program, bibliography, annotated (12 items), ERIC
Shapiro, Ann. (1991). WAC and engineering, or why engineers can't write. ERIC Document Reproduction Service, ED 332 199.
Keywords: SUNY Farmingdale, WAC, engineering, faculty-workshop, report-writing, laboratory-report, genre, criteria, interdisciplinary, conflict, program history
Shea, Kelly A.; Mary McAleer Balkun; Susan A. Nolan; John T. Saccoman; Joyce Wright. (2006). One more time: Transforming the curriculum across the disciplines through technology-based faculty development and writing-intensive course redesign. [Link]. Across the Disciplines 03.
Shea and her colleagues describe a WAC project, born of their university's commitment to writing and ubiquitous computing, that engaged nearly 70 faculty members in WAC training over four years. The authors describe the project and its results, emphasizing three case studies of faculty members from psychology, mathematics, and nursing. (Published February 21, 2006) [WAC Clearinghouse]
Keywords: WAC, computer, technology, faculty development, professional development, case-study, data, qualitative, psychology, mathematics, nursing, curriculum-design, writing-intensive, transformative
Sheridan, Harriet W.. (1975). Teaching writing extra-territorially: Carleton College. ADE Bulletin, no. 44, 32-32.
Keywords: Carleton College, rhetoric, institute, WAC, intensive, FYC
Sheridan, Jean. (1995). An overview and some observations. In Sheridan, Jean (Ed.), Writing-across-the-curriculum and the academic library: A guide for librarians, instructors, and writing program directors; Westport, CT: Greenwood Press [ERIC Document Reproduction Service, ED 395 601].
Keywords: WAC, library, cooperative, librarian-teacher, program, overview
Sheridan, Jean. (1995). Happy endings: Creating collaborative relationships. In Sheridan, Jean (Ed.), Writing-across-the-curriculum and the academic library: A guide for librarians, instructors, and writing program directors; Westport, CT: Greenwood Press [ERIC Document Reproduction Service, ED 395 601].
Keywords: WAC, library, cooperative, librarian-teacher, program
Sheridan, Jean. (1995). What bibliographic instruction librarians can learn from writing-across-the-curriculum instructors. In Sheridan, Jean (Ed.), Writing-across-the-curriculum and the academic library: A guide for librarians, instructors, and writing program directors; Westport, CT: Greenwood Press [ERIC Document Reproduction Service, ED 395 601].
Keywords: WAC, library, cooperative, librarian-teacher, program, term-paper, pedagogy
Sheridan, Jean; Thomas G. Kirk, Jr. (Ed.). (1995). Writing-across-the-curriculum and the academic library: A guide for librarians, instructors and writing program directors. Westport, CT: Greenwood [ERIC Document Reproduction Service, ED 395 601].
Edited by Jean Sheridan ; foreword by Thomas G. Kirk, Jr. ; afterword by Elaine P. Maimon.; Includes bibliographical references (p. [221]-231) and index.; An Overview and some observations / Jean Sheridan -- Talking the discourse: composition theory / Ross LaBaugh -- Connected communities: encouraging dialogue between composition and bibliographic instruction / Barbara Fister -- Research skills across the curriculum: connections with writing-across-the-curriculum / Craig Gibson -- Making the library connection with process writing / Jean Sheridan -- Making the connection in the classroom: a model for a library-based writing course / Jean Sheridan -- What writing-across-the-curriculum instructors can learn from librarians / Marilyn Lutzker -- What bibliographic instruction librarians can learn from writing-across-the-curriculum instructors / Jean Sheridan -- Happy endings: creating collaborative relationships / Jean Sheridan. [WAC Clearinghouse]
Keywords: WAC, library, librarian, WPA
Shibli, Abdullah. (1992). Increasing learning with writing in quantitative and computer courses. College Teaching 40.4, 123-127.
Keywords: WAC, statistics-course, computer-programming-course, write-to-learn, problem-solving, comprehension, interpretation, computer-course, quantitative
Silva, Mary Cipriano; Ann H. Cary; Christopher Thaiss. (1999). When students can't write: Solutions through a writing-intensive nursing course. Nursing and Health Care Perspectives 20.3, 142-145.
Keywords: apprehension, nursing-course, pre-post, improvement, self-efficacy, assignment, letter-writing, academy-workplace, coaching, style, drafting, response, positive, writing-intensive
Silverthorn, Lana. (1984). Writing across the disciplines: A program for curricular development. In Klaus, Carl H.; Nancy Jones (Eds.), Courses for change in writing: A selection from the NEH/Iowa Institute; Upper Montclair, NJ: Boynton/Cook in cooperation with The Institute on Writing of the University of Iowa.
Keywords: WAC, program, curriculum-design
Sipple, Jo-Ann M.. (1986). Planning, proposing, preparing, and prototyping: The four P's of writing across the curriculum: Programs that last. ERIC Document Reproduction Service, ED 269 779.
Keywords: WAC, program-design, implementation, program-validation, prototype, proposal-writing
Sipple, Jo-Ann M.. (1986). Planning: The first P of writing across the curriculum programs that last. Writing Across the Curriculum [Southern Technical Institute] 04.1, 3-5.
Keywords: WAC, program, planning, implementation, program-validation, criteria, theory, measure
Sipple, Jo-Ann M.. (1987). Proposing, preparing, and prototyping: Three P's of writing across the curriculum programs that last. Writing Across the Curriculum [Southern Technical Institute] 04.2, 3-5.
Keywords: WAC, program, maintenance, proposal-writing, preparation, individualized, prototype, Robert Morris College
Sipple, Jo-Ann M.. (1989). A planning process for building writing-across-the-curriculum programs to last. Journal of Higher Education 60.4, 444-457.
Keywords: WAC, program-design, implementation, political, administration
Sipple, Jo-Ann M.; Chris D. Stenberg. (1990). Robert Morris College. In Fulwiler, Toby; Art Young (Eds.) Programs that work: Models and methods for writing across the curriculum; Portsmouth, NH: Boynton/Cook Heinemann.
Keywords: program, WAC, Robert Morris College
Sledd, James H.. (1977). Or get off the pot: Notes toward the restoration of moderate honesty even in English departments. ADE Bulletin, no. 52, 1-7.
Keywords: University of Texas at Austin, survey, data, WAC, deterioration, teaching-assistant, crisis, WPA, WAC, staff
Slevin, James; Keith Fort; Patricia E. O'Connor. (1990). Georgetown University. In Fulwiler, Toby; Art Young (Eds.) Programs that work: Models and methods for writing across the curriculum; Portsmouth, NH: Boynton/Cook Heinemann.
Keywords: program, WAC, Georgetown University
Slomp, David H.; M. Elizabeth Sargent. (2009). Responses to responses: Douglas downs and Elizabeth wardle's 'Teaching about writing, righting misconceptions'. full text. College Composition and Communication 60.3, 595-96, W25-W34.
Keywords: Curriculum-design, discourse-community, FYC, major, part-time, praxis, process, program-design, writing-major, WAC, WID, writing, Douglas Downs, Elizabeth Wardle, misunderstanding
Smart Robert A.; Mary T. Segall. (2005). Decolonizing the academy: WAC and institutional recognition and reward systems. Segall, Mary T.; Robert Smart (Eds.), Direct from the disciplines: Writing across the curriculum; Portsmouth, NH: Boynton/Cook.
Keywords: WAC, teacher-recognition, program, decolonization, reward system
Smith, Louise Z.. (1988). Why English departments should 'house' writing across the curriculum. College English 50.4, 390-395.
Keywords: WAC, department, program, dialogic, bridging, freestanding, lit-crit
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
Smithson, Isaiah. (1995). Assessment of writing-across-the-curriculum projects. ERIC Document Reproduction Service, ED 382 994.
Keywords: Southern Illinois University at Edwardsville, WAC, program-validation, economics-course, write-to-learn, contrast-group, gain, data, intensive
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.
Keywords: pedagogy, theory-practice, assignment, sequence, cognitive development, logical, social, constructivist, FYC, WAC, constructionist, pedagogy, social
Soven, Margot. (1984). Changes in teaching practices: What happens after the writing across the curriculum workshop?. ERIC Document Reproduction Service, ED 248 520.
Keywords: WAC, faculty-workshop, La Salle University, follow-up, assignment, program-validation, pedagogy, list, checklist, correction-symbol, data
Soven, Margot. (1986). The conversational model: A paradigm for connecting freshman composition to the disciplines. ERIC Document Reproduction Service, ED 276 036.
Keywords: WAC, program, La Salle University, academic, discourse-community, FYC, syllabus, assignment sequence, sample assignment, advanced, interdisciplinary, conversational, model, FYC, paradigm
Soven, Margot. (1991). Writing Fellows Program: Peer tutors in the WAC class. Composition Chronicle Newsletter 04.8, 9-10.
Keywords: WAC, peer-tutor, Writing Fellows Program, teaching fellow, tutoring
Soven, Margot. (1992). Conclusion: Sustaining writing across the curriculum programs. In McLeod, Susan H.; Margot Soven (Eds.), Writing across the curriculum: A guide to developing programs; Newbury Park, CA: Sage [ERIC Document Reproduction Service, ED 350 622].
Keywords: WAC, program, change
Soven, Margot. (2009). [book review]. Journal of Teaching Writing 25.1, 113-115.
Keywords: Writing Intensive, Becoming W-Faculty in a New Writing Curriculum, by Wendy Strachan, WAC, initiative, implementation, program
Sparber, Ilona. (1981). Putting language across the curriculum into practice. English in Australia 58, 62-66.
Keywords: WAC, Australia, curriculum, implementation
Spencer, Eernest. (1983). Writing matters across the curriculum. Edinburgh: Lindsay & Co.; Hodder and Stoughton Educational.
Keywords: WAC, school, history, data, pedagogy, development, cognitive, program
Stamps, Dory. (1984). The library as classroom: An opportunity for writing across the curriculum. Writing Across the Curriculum [Southern Technical Institute] 02.1, 3-4.
Keywords: curriculum-library, WAC, term-paper, library, orientation-program, guidelines
Stanley, Linda C.. (1993). Problems and principles in maintaining WAC programs. Composition Chronicle Newsletter 06.6, 8-9.
Keywords: WAC, maintenance, program, principle
Starkweather, John E.; Deborah F. Knight; Elizabeth J. Bellen. (1993). 'College survival skills for LD students': A one credit course in study strategies and self-advocacy for incoming college students with a learning disability. Research and Teaching in Developmental Education 10.1, 123-128.
Keywords: learning-disability, survival skills, ancillary, study skills, self-advocacy, orientation-program, learner-strategy, study skills
Stedman, David. (1994). Starting a writing across the curriculum program: The first year [masters thesis]. Pullman, WA: Washington State University.
Keywords: WAC, program-implementation, program-design, school, Garfield-Palouse Middle School, Washington State
Steinfatt, Thomas M.. (1986). Communication across the curriculum. Communication Quarterly 34.4, 460-470.
Keywords: WAC, review-of-scholarship, communication across the curriculum, CAC, program, computer, software-design
Sterling-Deer, Carolyn. (2009). Writing in the disciplines, technology, and disciplinary grounding. [fulltext]. Across the Disciplines 06.
Drawing on Boix Mansilla’s (2004) criteria for assessing students’ disciplinary knowledge and potential to make interdisciplinary connections, Sterling-Deer’s study explores the use of Blackboard eLearning course management technology and ePortfolio technology to share course materials and to increase student reflection. Sterling-Deer discusses students’ writing and their abilities to link to supporting documents as demonstrates of their learning. She argues that these ePortfolios illustrate students’ struggles to provide their own academically and/or professionally focused ePortfolios despite the general-purpose ePortfolio templates. Her work suggests that students at LaGuardia Community College, CUNY are aware of the potential distribution of their work to multiple audiences, whereas the templates in the ePortfolio software insist on a single format/audience approach. [Carl Whithaus, Distributive Evaluation, WPA-CompPile Research Bibliographies, No. 3]
Keywords: WAC, WID, education-course, capstone, undergraduate, childhood, LaGuardia Community College/CUNY, two-year, eportfolio, writing-intensive, interdisciplinary, validation, learning-community, evaluation, distribution
Stetson, Nancy E.. (1991). Implementing and maintaining a classroom research program for faculty. In Angelo, Thomas A. (Ed.), Classroom research: Early lessons from success; San Francisco, CA: Jossey-Bass Inc..
Keywords: classroom, research-method, assessment, retraining, WAC, implementation
Stewart, Roy T., Jr.. (1988). Writing across the curriculum--a success story. Writing Across the Curriculum [Southern Technical Institute] 05.2, 8-10.
Keywords: WAC, Slippery Rock University, program, planning, implementation, teacher-preparation, retraining, future
Stitt-Bergh, Monica; Thomas Hilgers. (2009). Program assessment: Processes, propagation, and culture change, transcript-analysis, text-analysis, interview, focus-group, data, survey, outcomes. [fulltext]. Across the Disciplines.
Keywords: program-validation, assessment, WAC, cultural, change, University of Hawaii, gen-ed, stakeholder, local assessment, multiple measures, interview, outcomes
Stout, Barbara R.; Joyce N. Magnotto. (1991). Building on realities: WAC programs at community colleges. In Stanley, Linda C.; Joanna Ambron (Eds.), Writing across the curriculum in community colleges (New directions for community colleges, No. 73); San Francisco, CA: Jossey-Bass [ERIC Documentation Reproduction Services, ED 330 420].
Keywords: WAC, program, two-year, survey, data, nation-wide
Stricklen, Simon A., Jr.. (1985). A note of caution. Writing Across the Curriculum [Southern Technical Institute] 02.1, 3.
Keywords: WAC, program, critical-thinking, grading, knowledge-transfer, read-write, needs-analysis, cautionary
Stricklen, Simon A., Jr.. (1985). A note of caution. Writing Across the Curriculum [Southern Technical Institute] 02.2, 3.
Keywords: WAC, program, critical-thinking, grading, knowledge-transfer, read-write, needs-analysis, cautionary
Swanson-Owens, Deborah. (1986). Identifying natural sources of resistance: A case study of implementing writing across the curriculum. Research in the Teaching of English 20.1, 69-97.
Keywords: WAC, curriculum, change, faculty-resistance, high-school, theory, model, implementation
Tandy, Keith A.. (1988). Continuing funding, coping with less. In McLeod, Susan H. (Ed.), Strengthening programs for writing across the curriculum; San Francisco, CA: Jossey-Bass.
Keywords: WAC, funding, program, coping
Tandy, Keith A.; Rosemary L. Smith. (1990). The Minnesota Writing Project. In Fulwiler, Toby; Art Young (Eds.) Programs that work: Models and methods for writing across the curriculum; Portsmouth, NH: Boynton/Cook Heinemann.
Keywords: program, WAC, Minnesota Writing Project
Tarabochia, Sandra L.. (2013). Negotiating expertise: A pedagogical framework for cross-curricular literacy work. link to full text. WPA: Writing Program Administration 36.2, 117-141.
Keywords: WPA, CCL, cross-curricular literacy, WAC, academic-literacies, pedagogy, retraining, expertise, activity-theory, knowledge-transfer, skill-transfer, reflection
Tchudi, Stephen N.; National Education Association. (1986). Teaching writing in the content areas: College level. ERIC Document Reproduction Service, ED 296 648.
Keywords: WAC, review-of-programs
Thaiss, Chris. (1987). Writing across the curriculum--the state of the art. [full text]. The Quarterly of the National Writing Project and the Center for the Study of Writing 09.1, 14-17.
Keywords: WAC, national, review-of-program, 1985, teacher-evaluation, assessment, English-ed, WAC, administration, requirement, follow-up, textbook, value-added, disseminiation, federal funding
Thaiss, Chris. (1993). When is a program?. Composition Chronicle Newsletter 06.8, 8-9.
Keywords: program, WAC
Thaiss, Chris. (1996). Reconsidering the top-down decree. Composition Chronicle Newsletter for Writing Teachers 08.9, 12-13.
Keywords: WAC, program, top-down, hierarchy, administration
Thaiss, Chris. (2002). Been there, done that: A problem in WAC funding. In Anson, Christopher M. (Ed.), The WAC casebook: Scenes for faculty reflection and program development; New York: Oxford University Press.
Keywords: teacher-training, WAC, scenario, program funding
Thaiss, Chris; Tara Porter. ([ongoing]). International WAC / WID Mapping Project: Statistical results [Interactive Maps of United States and Canada]. [Link to Site].
The following statistics are derived from the more than 1300 responses (50% return rate) to the U.S./Canada survey undertaken by Tara Porter and Chris Thaiss as part of the International WAC/WID Mapping Project. The online survey itself is closed as of July 1, 2008. Statistical results based on earlier readings of the data have been reported at conferences in 2007 and 2008. Articles based on the survey data are scheduled to appear beginning in 2009. If you wish more information about these publications, please write to Chris Thaiss (cjthaiss@ucdavis.edu) or Tara Porter (tsporter@ucdavis.edu). If you do not know if your institution replied to this survey, please contact Tara Porter (tsporter@ucdavis.edu). As more statistics are derived from the complete data set, we will post them to this website, as appropriate. Please keep in mind that the following statistics represent the most minimal analysis of the data. We are posting them in this unanalyzed form at the request of those who have attended recent presentations. Our explanation of terms, methods, and materials and our interpretation of the data will occur in the planned articles and in future conference presentations. Meanwhile, if you have questions about the survey or the results you see here, please write to us. You will note the reference made to the 1987 survey by Susan McLeod and Susan Shirley. This is the only other large-scale survey of WAC/WID activity in the U.S. and Canada. Results were reported in: McLeod, Susan and Susan Shirley. "Appendix: National Survey of Writing Across the Curriculum Programs." McLeod, Susan. Strengthening Programs for Writing Across the Curriculum. San Francisco: Jossey-Bass, 1988. 103-130. [From website, accessed July 2008]
Keywords: WAC, WID, data, survey, mapping, international, United States, Canada, 'International Network of WAC Programs', INWAC, research, writing across the curriculum, writing in the disciplines , interactive
Thaiss, Chris; Tara Porter; Erin Steinke. ([ongoing]). International WAC / WID Mapping Project. [Link to Site].
Research on Activity/Initiatives Worldwide Devoted to Student Writing in Disciplines Begun in 2006, this project aims to identify, compile, analyze, and facilitate activity and interest in writing in the disciplines in higher education around the world. We are interested both in first-language and English-language initiatives. We are also interested in graduate-level initiatives, but we pay primary attention to undergraduate, college-university activities focused in disciplines, as well as academic writing centers or similar services devoted to working with students and faculty/staff in and across disciplines. The Project is sponsored in part by the International Network of WAC Programs (INWAC). [From site, accessed July 2008]
Keywords: WAC, WID, data, survey, mapping, international, United States, Canada, 'International Network of WAC Programs', INWAC, research, writing across the curriculum, writing in the disciplines
Thaiss, Christopher. (1981). A writing project at the college level. [full text]. National Writing Project Network Newsletter (November), 16.
Keywords: WAC, George Mason University, project, program
Thaiss, Christopher. (1992). WAC and general education courses. In McLeod, Susan H.; Margot Soven (Eds.), Writing across the curriculum: A guide to developing programs; Newbury Park, CA: Sage [ERIC Document Reproduction Service, ED 350 622].
Keywords: WAC, program, change, gen-ed
Thaiss, Christopher. (2006). Still a good place to be: More than 20 years of the National Network of WAC programs. In McLeod, Susan H.; Margot Soven (Eds.), Composing a community: A history of writing across the curriculum; West Lafayette, IN: Parlor Press.
Keywords: WAC, history, National Network of WAC Programs
Thaiss, Christopher (Ed.). (1982). Writing to learn: Essays and reflections by college teachers across the curriculum. First National Conference on Non-traditional and Interdisciplinary Programs. Fairfax, VA: George Mason University.
Keywords: WAC, write-to-learn, interdisciplinary, program, nontraditional, tradition
Thaiss, Christopher; Kathleen Campbell; Robert CVlark; Stanley Zoltek; donald C. Holsinger. (1990). George Mason University. In Fulwiler, Toby; Art Young (Eds.) Programs that work: Models and methods for writing across the curriculum; Portsmouth, NH: Boynton/Cook Heinemann.
Keywords: program, WAC, George Mason University
Thaiss, Christopher; Terry Myers Zawicki. (1997). How portfolios for proficiency help shape a WAC program. 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, portfolio, evaluation, program-validation, proficiency
Thompson, Nancy S.; Elisabeth M. Alford. (1997). Developing a writing program in engineering: Teaching writing to teach engineering literacies. ERIC Document Reproduction Service, ED 409 584.
Keywords: WAC, WID, engineering, University of South Carolina, program, curriculum, discourse-community, academic
Tomlinson, Sandra. (1990). Writing to learn: Back to another basic. In Svinicki, Marilla D. (Ed.), The changing face of college teaching (New directions for teaching and learning, No. 42); San Francisco, CA: Jossey-Bass.
Keywords: WAC, write-to-learn, implementation
Townsend, Martha. (2008). WAC program vulnerability and what to do about it: An update and brief bibliographic essay. [fulltext]. WAC Journal 19, 46-62.
Keywords: WAC, program, vulnerability, review-of-scholarship, University of Missouri, change, transformative, maintenance, guidelines, updating
Townsend, Martha A.. (1997). The University of Missouri's WAC/WID program. http://wac.colostate.edu/atd/archives.cfm [full-text]. Language and Learning Across the Disciplines 02.1, 100-105.
Keywords: University of Missouri, WAC, WID, program
Townsend, Martha A.. (2001). Writing intensive courses and WAC. In McLeod, Susan H.; Eric Miraglia; Margot Soven; Christopher Thaiss (Eds.), WAC for the new millennium: Strategies for continuing writing-across-the-curriculum programs; Urbana, IL: National Council of Teachers of English.
Keywords: intensive, WAC, change
Townsend, Martha A.. (2002). To teach or not to teach. In Anson, Christopher M. (Ed.), The WAC casebook: Scenes for faculty reflection and program development; New York: Oxford University Press.
Keywords: teacher-training, WAC, scenario, intensive, faculty committee
Townsend, Martha A.. (2002). Writing across the curriculum. In Brown, Stuart C.; Theresa Enos; Catherine Chaput (Eds.), The writing program administrator's resource: A guide to reflective institutional practice; Mahwah, NJ: Erlbaum.
Keywords: WPA, WAC
Townsend, Martha A.. (2005). What the Outcomes Statement could mean for writing across the curriculum. In Harrington, Susanmarie; Keith Rhodes; Ruth Fischer; Rita Malenczyk (Eds.), The outcomes book: Debate and consensus after the WPA outcomes statement; Logan, UT: Utah State University Press.
Keywords: WPA Outcomes Statement, FYC, WAC, advanced, upper-division, requirement, outcomes
Townsend, Martha A.. (2007). Negotiating the risks and reaping the rewards: Reflections and advice from a former jWPA. In Dew, Debra Frank; Alice S. Horning (Eds.), Untenured faculty as Writing Program Administrators: Institutional practices and politics; West Lafayetter, IN: Parlor Press.
Keywords: WPA, jWPA, anecdote, Rhetoric and Composition, English, tenure, reward, University of Missouri-Columbia, WAC, power, responsibility-administrative, faculty-evalution, WI, CCCC, Ernest Boyer, Scholarship Reconsidered: Priorities of the Professoriate, Glasick, Huber, Maeroff, Scholarship Assessed: The Evaluation of the Professoriate, part-time, untenured, WPA, institutional, political, English-profession, negotiation
Townsend, Martha; interviewed by Carol Rutz. (2006). Martha 'Marty' Townsend: A different kind of pioneer. [fulltext]. WAC Journal 17, 43-52.
Keywords: Marty Townsend, scholar-story, scholar-autobiography, WAC, University of Missouri, funding, international, program-validation, feminization, pioneer
Trail, Mary Ann; Pamela Kennedy-Cross; Jack Connor. (1995). Case study: Richard Stockton College of New Jersey. In Sheridan, Jean (Ed.), Writing-across-the-curriculum and the academic library: A guide for librarians, instructors, and writing program directors; Westport, CT: Greenwood Press [ERIC Document Reproduction Service, ED 395 601].
Keywords: WAC, program, library, Richard Stockton College of New Jersey
Trimbur, John. (1985). Writing and undergraduate education: A report on the first annual NEWPA fall meetings. [fulltext]. Writing Program Administration 09.1-2, 59-62.
Keywords: education, NEWPA, WAC, undergraduate
Tripe, Robert L. K.. (1990). Problem solving and writing: A teaching/learning model for computer studies. ERIC Document Reproduction Service, ED 324 039.
Keywords: vocational, Mohawk College of Applied Arts and Technology [Ontario, Canada], computer-studies, curriculum-design, WAC, programming, sample, problem-solving
Troy State University.; American Association of State Colleges and Universities. (1988). The writing center: Troy State University. ERIC Document Reproduction Service, ED 306 919.
Keywords: wcenter, Troy State University [Alabama], WAC, program, student-opinion, data, sample questionnaire
Twomey, Marsha. (1988). A writing-intensive course in advertising. In Killingsworth, Jimmie; Donald H. Cunningham; Laurie L. Jones (Eds.); Texas Tech University; Designing writing assignments for vocational-technical courses: A guide for teachers in the two-year college and technical institute; ERIC Document Reproduction Service, ED 298 331.
Keywords: business-course, advertising-course, writing-intensive, syllabus, WAC
Ulisse, Peter; Housatonic Community College [Stratford, CT]. (1988). Writing across the curriculum. ERIC Document Reproduction Service, ED 310 828.
Keywords: Housatonic Community College [Connecticut], WAC, program-validation, write-to-learn, guidelines, implementation
Vacca, Linnea (Ed.). (1979). Papers from Saint Mary's college writing seminar. ERIC Document Reproduction Service, ED 176 311.
Keywords: WAC, program, pedagogy, Saint Mary's College, seminar
Vaught-Alexander, Karen. (1999). Situating writing centers and writing across the curriculum programs in the academy: Creating partnerships for change with organizational development theory. In Barnett, Robert W.; Jacob S. Blumner (Eds.), Writing centers and writing across the curriculum programs: Building interdisciplinary partnerships; Westport, CT: Greenwood Press.
Keywords: WAC, wcenter, interdisciplinary, implementation, theory, organizational, situational
Vazquez, John D.. (1992). Implementation of integrated skills reinforcement teaching and learning strategies in the social sciences, behavioral sciences and Puerto Rican and Latin-American studies courses. ERIC Document Reproduction Service, ED 343 165.
Keywords: data, gain, WAC, Skills Reinforcement, La Guardia Community College, two-year, student-centered, ESL, native-nonnative, sociology-course, oral-presentation, collaborative, narrative-log, vocabulary, academic, social-science, behavioral, implementation, integrated, learner-strategy, Puerto Rico, Latin America, social
Vazulik, Johannes W.. (1983). Postsecondary ESL methods in an intensive course model. ERIC Document Reproduction Service, ED 232 469.
Keywords: ESL, intensive, WAC, pedagogy
Waldo,, Mark L.. (2003). Demythologizing language difference in the academy: Establishing discipline-based writing programs. Mahwah, NJ: Erlbaum.
Keywords: WAC, model, demystification, discipline-based, disciplinary, specialization, jargon, wcenter, program, administering, expressivism, history, Romanticism, Wordsworth, self, University of Reno
Walker, Anne. (1988). Writing-across-the-curriculum: The second decade. English Quarterly 21.2, 93-103.
Keywords: WAC, history, theory, program, needs-analysis, review-of-scholarship
Wallace, Ray. (1988). The writing center's role in the writing-across-the-curriculum program. link to full text. Writing Center Journal 08.2, 43-49.
Keywords: wcenter, WAC, program, institution
Walsh, Stephen Michael. (1993). How to develop a program for writing across the curriculum with an established faculty in a period of retrenchment. ERIC Document Reproduction Service, ED 358 449.
Keywords: WAC, program-implementation, faculty-resistance
Walvoord, Barbara E.. (1992). Getting Started. In McLeod, Susan H.; Margot Soven (Eds.), Writing across the curriculum: A guide to developing programs; Newbury Park, CA: Sage [ERIC Document Reproduction Service, ED 350 622].
Keywords: WAC, program, change
Walvoord, Barbara E.. (1996). The future of WAC. College English 58.1, 58-79.
Keywords: WAC, history, USA, change, social movement, workshop, faculty-retraining, political, intensive,
Walvoord, Barbara E. Fassler; with Linda Lawrence Hunt; H. Fil Dowling, Jr.; Joan D. McMahon; Virginia Slachman; Lisa Udel. (1997). In the long run: A study of faculty in three writing-across-the-curriculum programs. Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 402 589].
Keywords: WAC, program, implementation, teacher-opinion
Walvoord, Barbara E.; H. Fil Dowling, Jr.; with John Breihan; Virginia Johnson Gazzam; Carl E. Henderson; Gertrude B. Hopkins; Barbara Mallonee; Sally McNelis. (1990). The Baltimore Area Consortium. In Fulwiler, Toby; Art Young (Eds.) Programs that work: Models and methods for writing across the curriculum; Portsmouth, NH: Boynton/Cook Heinemann.
Keywords: program, WAC, Baltimore Area Consortium, biology-course, write-to-learn
Wardle, Elizabeth. (2009). 'Mutt genres' and the goal of FYC: Can we help students write the genres of the university?. College Composition and Communication 60.4, 765-789.
In this article, Wardle argues for a fundamental change in the goal of first-year-composition courses, giving up ‘teaching to write’ and replacing it with teaching about writing. As research studies indicate, the assumption that first-year-composition courses can effectively introduce students to the various genres of the university, which will transfer to other courses, is flawed. Generic conventions cannot be successfully learned and practiced outside of the rhetorical context of specific discourse communities. Attempting to teach the ‘institutional features’ of a genre out of context ignores the exigency, the purpose, and the evolutionary nature of the genre, resulting in ‘mutt genres’ which bear little resemblance to the actual disciplinary genre, therefore hindering transfer. Rather than continuing with this failed goal, Wardle advocates for a course that would teach students about language, discourse, and general principles of writing--the disciplinary knowledge of composition [Robin Oswald]. Wardle reports research from a large composition program that validates critiques of FYC based on genre and activity theory, focusing particularly on the limited range of genres that FYC can teach and questioning the ‘realism’ of the genres that she observed being taught in FYC courses, or applicability of those genres outside the FYC class. Wardle’s two-year study of 23 teachers and 462 students in 25 sections of FYC using ‘rhetorically based’ ‘academic writing skills’ curricula found nine genres assigned (ranging from personal narrative, profiles, travel narratives, and interviews to rhetorical analyses and argument/position papers). She characterizes the genres required in FYC courses as ‘mutt’ genres because they mimicked ‘real’ genres doing real work in other activity systems but actually did some other work in the FYC system, so that the writing becomes assigned and performed for its own sake. Wardle concludes that such genres should, at least, be taught as ‘boundary objects’ that bridge to writing embedded in the actual activities that require it; and, preferably, that FYC should in fact stop trying to teach how to write genres outside the activities that require them, and instead adopt a WAW content (like that described in this bibliography’s introduction) that prepares students for learning to write those genres once they are participating in the activities that require them. [Doug Downs, Writing-About-Writing Curricula: Origins, Theories, and Initial Field-Tests, WPA-CompPile Research Bibliographies, No. 12]
Keywords: FYC, objective, academic, genre, knowledge-transfer, skill-transfer, WAC, genre-theory, activity-theory, case-study, site-analysis, 'mutt genre', interlanguage, mushfake, program, USA, general skill, reflection, data, survey
Wardle, Elizabeth A.. (2004). Can cross-disciplinary links help us teach 'academic discourse' in FYC?. [link to full text]. Across the Disciplines 01.
Wardle describes 'a number of contradictions and resultant constraints' revealed in a study of teachers in a linked FYC program at 'Midwestern U.' Using activity theory analysis, Wardle uncovers three contradictions that instructors in the linked course negotiated with different degrees of success: (1) distinctions between the teachers' unofficial motives and the official program motives, (2) the replacement of writing in disciplinary genres with writing about disciplinary topics, (3) a mis-recognition of English studies genres as generic academic forms. These findings lead Wardle to claim that 'before learning community FYC teachers can fully utilize the resources available to them in cross-disciplinary links, they must first come to a meta-awareness of the nature of genres . . . the varied genres of the university, and an acceptance of the legitimacy of non-English genres as academic discourse' (16). Wardle's conclusions are useful for those researching the ways in which linked courses require instructors to rethink the pedagogical centers and goals of their teaching practices. [Michelle LaFrance, Linked Writing Courses; WPA-CompPile Research Bibliographies, No. 14]
Keywords: activity-theory, interdisciplinary, WAC, WID, FYC, linked, learning-community, teacher-motive, program, contradiction, academic, genre, teacher-awareness, academic-discourse
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.
Keywords: skill-level, teaching-load, best-practices, guidelines, WAC program, assignment, topic, MX, error, rules, textbook, notebook
Watson, Karilee; Mary Ann Traxler. (1992). Writing across the curriculum: Creating a professional writing sequence for a teacher education program. ERIC Document Reproduction Service, ED 351 294.
Keywords: English-ed, WAC, teacher-training, assessment, skill-level, Advanced Writing Proficiency Program, Saint Mary's College [Indiana], portfolio, advanced, curriculum, sequence
Watson, Marsha. (1996). Teaching to learn: WAC, composition, and engineering classrooms. ERIC Document Reproduction Service, ED 398 587.
Keywords: WAC, University of Wisconsin at Milwaukee, engineering-course, intensive, student-centered, syllabus-design, criteria, teacher-cooperation, team-teaching, interdisciplinary
Watt, Stephen. (1988). A writing-intensive course in Basic Accounting II. In Killingsworth, Jimmie; Donald H. Cunningham; Laurie L. Jones (Eds.); Texas Tech University; Designing writing assignments for vocational-technical courses: A guide for teachers in the two-year college and technical institute; ERIC Document Reproduction Service, ED 298 331.
Keywords: WAC, accounting-course, writing-intensive, syllabus
Weiser, Irwin; interviewed by Carol Rutz. (2008). Considering WAC from training and hiring perspectives: An interview with Irwin 'Bud' Weiser of Purdue University. [fulltext]. WAC Journal 19, 74-97.
Keywords: Irwin Weiser, Purdue University, scholar-autobiography, scholar-story, WAC, job market, employment, administering, WPA, hiring,
Weiser, Michael S.. (1992). Building on common ground: Overcoming resistance to WAC in the technical college. ERIC Document Reproduction Service, ED 346 493.
Keywords: vocational, WAC, faculty-resistance, program-design, program-implementation
Weiss, Robert. (1979). The new writing program at West Chester. M. O. Moving Out (February), 1-3.
Keywords: West Chester State College, program, WAC
Weiss, Robert H.. (1979). The humanity of writing: A cross-disciplinary program. Improving College and University Teaching 27.4, 144-147.
Keywords: West Chester State College, interdisciplinary, project, FYC, WAC, pedagogy, program, humanity
Weiss, Robert H.. (1979). The humanity of writing: The NEH cross-disciplinary writing program at West Chester State College. ERIC Document Reproduction Service, ED 177 592.
Keywords: WAC, program, implementation, consultancy, faculty-workshop, data, humanity, National Endowment for the Humanities
Weiss, Robert H.. (1989). Writing across the college curriculum: A computer assisted model. Writing Notebook 07.2, 28-29.
Keywords: WAC, program, West Chester University, CAI
Westphal-Johnson, Nancy; Mary Anne Fitzpatrick. (2002). The role of communication and writing intensive courses in general education: A five year case study of the University of Wisconsin-Madison. Journal of General Education 51.2, 73-102.
An account of the "Writing Wars," the struggle at UW-Madison to define the goals of a commications component added to the gen. ed. requirements in 1994. The conflict was between a centralized, rhetoric-based course taught by Communications and English faculty, and a WID model. Compromise and conflict continue there to this day. [WAC Clearinghouse]
Keywords: gen-ed, University of Wisconsin, conflict, WAC, WID, curriculum, requirement, intensive
Whipple, Bob. (1992). From other to community: Making the writing center an all-university facility. ERIC Document Reproduction Service, ED 369 086.
Keywords: wcenter, WAC, program, implementation, alterity
White, Edward. (1990). The damage of innovations set adrift. AAHE Bulletin 43.3, 3-5.
Keywords: assessment, change, innovation, WAC, program, implementation, needs-analysis, placement, portfolio, wcenter, guidelines, innovation
White, Edward M.. (1987). Effective writing programs: A research perspective. Crosscut: Writing Across the Disciplines 07.2, 1-3.
Keywords: WAC, disciplinary, research-agenda, program, objective
White, Edward M.. (1990). The damage of innovations set adrift: Change for the worst. ERIC Document Reproduction Service, ED 325 042.
Keywords: assessment, change, innovation, WAC, program, implementation, needs-analysis, placement, portfolio, wcenter, guidelines, innovation
White, Edward M.. (1991). Shallow roots or taproots for writing across the curriculum?. ADE Bulletin, no. 98, 29-33.
Keywords: WAC, program, history, writing-intensive, funding, faculty, resistance, staff, administrating, California State University, San Bernardino, rising-junior, class-size
White, Edward M.. (1994). Power and the WPA: A devil's bargain for new faculty [revision of Use it or lose it, WPA: Writing Program Adminnistration 15.1/2, 1991]. In Russell, Christina G; Robert L. McDonald (Eds.), Teaching composition in the 90s: Sites of contention; New York: HarperCollins College Publishers.
Keywords: WPA, power, WAC, program, administration, status, career
Whitworth College. (1992). Writing across the curriculum. ERIC Document Reproduction Service, ED 342 015.
Keywords: WAC, program-validation, Whitworth College [Washington state], student-opinion
Williams, Angela W.. (1995). The Network News: A travel log of WAC sites: A study in diversity and dialogue. Composition Chronicle Newsletter 07.9, 8-9.
Keywords: WAC, survey, program, discipline-metaphor, traveling
Williams, Joseph M.; Gregory G. Colomb. (1990). The University of Chicago. In Fulwiler, Toby; Art Young (Eds.) Programs that work: Models and methods for writing across the curriculum; Portsmouth, NH: Boynton/Cook Heinemann.
Keywords: program, WAC, University of Chicago, law-course, graduate, regression
Williamson, Michael M. (1997). Pragmatism, positivism, and program evaluation. 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, program-validation, pragmatism, positivist, pragmatic
Williamson, Michael M.. (1988). Basic writers writing across the curriculum II: The structure of programs, implications for basic writers, and strategies for teaching. Research and Teaching in Developmental Education 04.2, 72-88.
Keywords: WAC, program, implementation, basic, pedagogy, preparation, academic, implication
Winterowd, W. Ross. (1986). Composition/rhetoric: A synthesis. Carbondale: Southern Illinois University Press.
Arguing that practice without theory is destructive, this books deals with the theory, philosophy, and application of a variety of subjects within the area of composition. The nine chapters of the first section of the book constitute a state-of-the-art essay and discuss such topics as J. Emig's 1971 study of the composing process and the more recent work of L. Flower and J. Hayes, cerebral organization and writing, the process and transactional models of composition, rhetorical invention, style, and form. The five chapters in the second section, which supplement those in the first section, are entitled "Invention,""Form and Style,""Reading,""Teaching Composition," and "The Profession." Specific topics discussed within these chapters include (1) brain, rhetoric, and style; (2) dramatism in themes and poems; (3) the grammar of coherence; (4) the rhetorical transaction; (5) developing a composition program; (6) teaching composition across the curriculum; and (7) the paradox of the humanities. [ERIC]
Keywords: rhetorical-theory, history, English-profession, composing, cognitive, process, transactional, composing-style, style, form, reading, pedagogy, brain, dramatism, coherence, cohesion, program-design, WAC, humanities, paradox
Winterowd, W. Ross. (1986). Composition/rhetoric: A synthesis. ERIC Document Reproduction Service, ED 271 789.
Keywords: theory-practice, review-of-scholarship, composing, process, invention, form-style, read-write, pedagogy, English-profession, brain, dramatism, coherence, transactional, rhetorical, program-design, WAC, humanities
Witkowski, Susan. (1998). Philosophy of writing from a developmental education perspective. Learning Assistance Review 03.1, 53-57.
Keywords: basic, pedagogy, pedagogy, disciplinary, theory-practice, WAC, philosophy
Wixon, Vincent. (1981). [book review]. [full text]. The Quarterly of the National Writing Project 04.1.
Keywords: Active Voice: A Writing Program Across the Curriculum, by James Moffett, WAC, school, curriculum
Wolfe-Quintero, Kate; Gabriela Segade. (1999). University support for second-language writers across the curriculum. In Harklau, Linda; Kay M. Losey; Meryl Siegal (Eds.), Generation 1.5 meets college composition: Issues in the teaching of writing to U.S.-educated learners of ESL; Mahwah, NJ: Erlbaum.
In this qualitative study, 29 L2 students enrolled in writing-intensive courses in 16 majors as well as 16 faculty instructors of writing-intensive courses representing 10 majors were interviewed to assess student and faculty perceptions of writing and language support available to L2 students writing across the curriculum. The authors also examined journals kept by the student participants documenting their writing experiences in the WI courses as well as syllabi and writing assignments provided by the faculty participants. The authors found that faculty were largely focused on sentence-level issues in L2 student writing; felt that these students should have more ESL education before being admitted into WI courses; and penalized L2 writers and L1 writers equally for grammatical issues in writing. The authors then used this knowledge to design a series of faculty development workshops, to work individually with faculty teaching WI courses, and to provide additional resources, such as literature on WI teaching practices. Also addressed is the role of the writing center in supporting L2 writers in WI courses. [Michelle Cox, WAC/WID and Second Language Writers (Part 1: WAC/WID Administrative Issues and L2 Writers), WPA-CompPile Research Bibliographies, No. 8]
Keywords: ESL, bilingual, USA, WAC, program, Generation 1.5, administrating
Wright, Ann. (1981). School writing assessment: A first step toward writing-across-the-curriculum. In Flinn, Jane Zeni (Ed.), Reflections on writing: Programs and strategies from classrooms K-12 (Gateway Writing Project); ERIC Document Reproduction Service, ED 262 421.
Keywords: assessment, school, program, WAC
Writing Across the Curriculum Program (Ed.). (1994). Abstracts of working papers on writing-intensive courses, 1986-1991. Radford, VA: Radford University.
Keywords: WAC, faculty-opinion, writing-intensive
Yavarow, Alexandra . (2012). From the interior design studio to the writing center: One tutor's unconventional journey to designing a tutorial [Tutor's Column]. Writing Lab Newsletter 36.9-10, 14-15.
Keywords: wcenter, tutor training, WAC-WID, theory-practice
Yelderman, Joe Calvin, Jr.; Oliver Thomas Hayward. (1991). Geology through communication at Baylor University. Journal of Geological Education 39.3, 240-242.
Keywords: geology-program, WAC, microtheme, advanced, oral-presentation, field-notebook, senior thesis
Young, Art. (1979). Teaching writing across the university: The Michigan Tech experience. ERIC Document Reproduction Service, ED 176 298.
Keywords: WAC, Michigan Technological University, program, communication, self-expression, epistemological, values-formation, faculty-workshop, pedagogy, journal-writing, essay-exam, revising, write-to-learn, audience
Young, Art. (1985). Research connections: Writing in the disciplines. ERIC Document Reproduction Service, ED 266 476.
Keywords: Michigan Technological University, WAC, faculty-workshop, program-validation, follow-up, assignment-analysis, journal-writing, text-analysis, multiple measures, data
Young, Art. (1988). Quality of life in writing program administration. ERIC Document Reproduction Service, ED 294 197.
Keywords: department, bridging, program, wcenter, Honors program, bizcom, WAC, administration, WPA, planning, implementation, excellence
Young, Art; Fulwiler, Toby (Eds.). (1986). Writing across the disciplines: Research into practice. Upper Montclair, NJ: Boynton/Cook [ERIC Document Reproduction Service, ED 264 592].
A collection that traces the development of the writing across the curriculum program at Michigan Technological University in the 1970s and 1980s. [WAC Clearinghouse]
Keywords: WAC, practice-research
Young, Art; Toby Fulwiler. (1990). The enemies of writing across the curriculum. In Fulwiler, Toby; Art Young (Eds.) Programs that work: Models and methods for writing across the curriculum; Portsmouth, NH: Boynton/Cook Heinemann.
Keywords: program, WAC, conflict, current-traditional, compartmentalize, testing, quantification, conservatism, status quo
Young, Beth Rapp; Barbara A. Fritzsche. (2002). Writing center users procrastinate less: The relationship between individual differences in procrastination, peer feedback, and student writing process. link to full text. Writing Center Journal 23.1, 45-58.
The authors conducted a study to 'examine the relationships between procrastination tendency, peer feedback, and student writing success' and 'to determine whether a writing center helps writers avoid procrastinating' (46). The study had 206 traditional student participants from writing intensive classes requiring'at least 6,000 words of assessed writing' [56]) and from all undergraduate class standings. To gather data, they administered the Procrastination Assessment Scale--Students (PASS), a self-report measure of six academic activities; the Writing Behaviors Assessment, which the researchers designed for this particular study; and the State-Trait Anxiety Inventory, which assesses current anxiety and tendency toward anxiety. After the semester, they also gathered participants' paper grades, courses grades, and overall GPA (48). The researchers found that 'writing center use was associated with higher satisfaction and fewer procrastination behaviors' (50). The researchers also discovered that students who were required to visit 'were significantly more likely to report delay behavior' (52). Yet for some students the 'requirement [might add] the necessary motivation for procrastinators to drag themselves into the writing center' (54). The authors recommend that bureaucratic paperwork should be reduced in order to increase visits of procrastinating students. [Eliot F. Rendleman, Writing Centers and Mandatory Visits, WPA-CompPile Research Bibliographies, No. 22]
Keywords: wcenter, questionnaire, behavior, procrastination, Writing Behavior Assessment (WBA), individual-differences, peer-tutoring, peer-evaluation, process, student-writing, survey, student-opinion, student-attitude, student-perception, data, mandatory visit, required visit, WAC, writing-intensive, requirement
Young, Richard. (1991). Designing for change in a writing-across-the curriculum program. In Chappell, Virginia A.; Mary Louise Buley-Meissner; Chris Anderson (Eds.), Balancing acts: Essays on the teaching of writing in honor of William F. Irmscher; Carbondale, IL: Southern Illinois University Press.
Keywords: WAC, program-design, change, curriculum-design
Young, Richard E.. (1994). Impediments to change in writing-across-the-curriculum programs. In Winterowd, W. Ross; Vincent Gillespie (Eds.), Composition in context: Essays in honor of Donald C. Stewart; Carbondale, IL: Southern Illinois University Press.
Keywords: WAC, program, implementation, faculty-resistance
Zawacki, Terry Myers; Ashley Taliaferro Williams. (2001). Is it still WAC? Writing within interdisciplinary learning communities. In McLeod, Susan H.; Eric Miraglia; Margot Soven; Christopher Thaiss (Eds.), WAC for the new millennium: Strategies for continuing writing-across-the-curriculum programs; Urbana, IL: National Council of Teachers of English.
Taking up the learning community as a 'curriculum change agent,' this book chapter moves from a discussion of the broad pedagogical rationales for linked courses, to a description of the structural variations in linked courses, to a lengthy discussion of linked courses at New Century College (an experimental college attached to George Mason University), to a section on assessment of writing in learning communities. Simultaneously a discussion of the principles that have underpinned WAC programs since the inception of the field and an exploration of the ways linked courses require students, faculty, and program administrators to (re)negotiate writing and writing assignments in linked course models, this chapter will be useful to researchers seeking to identify and understand the points of praxis at the center of any successful writing program. Zawacki and Williams close by noting that linked courses require administrators and faculty to 'attend carefully to understanding what students see as their purposes in writing' (132), to seek a stronger understanding of what and how students learn in relation to program objectives (133), and to the ways in which writing instruction can be enacted as a 'central mode of learning in a learning-centered pedagogy' (137). [Michelle LaFrance, Linked Writing Courses; WPA-CompPile Research Bibliographies, No. 14]
Keywords: WAC, WID, definition, linked, program, objective, interdisciplinary, learning-community, George Mason University, New Century College, change, write-to-learn
Zawacki, Terry Myers; interviewed by Carol Rutz. (2007). Terry Myers Zawacki: Creator of an integrated career. [fulltext]. WAC Journal 18, 60-.
Keywords: Terry Myers Zawacki, George Mason University, wcenter, WAC, scholar-autobiography, scholar-story, career, faculty-status, program-validation, teaching fellow, collegiality, integrative, integrated
[various]. (1985). [synopses of conference panels and talks, Third National Testing Network in Writing Conference, San Francisco, California, March 1985]. http://comppile.org/archives/NTW/Nov%2085toc.htm [full text]. Notes from the National Testing Network in Writing 05, 2-26.
Keywords: testing, assessment, K-12, portfolio, proficiency, procedure, teacher-certification, holistic, rating, rater-training, primary-trait, research-method, research, WAC [at Stanford University], Research in the Effective Teaching of Writing Project, discourse-feature, gain, classroom-research, longitudinal, development, regression, analytic, funding, program, ESL, teacher-training minority, curriculum, G5, response, administering, cost, data-analysis, peer-evaluation, topic, large-scale, Canada, placement, feature
[various]. (1986). [synopses of conference panels and talks, Fourth National Testing Network in Writing Conference, Cleveland, Ohio, April, 1986]. http://comppile.org/archives/NTW/Nov%2086toc.htm [full text]. Notes from the National Testing Network in Writing 06, 3-25.
Keywords: testing, measurement, portfolio, reading, language-proficiency, placement, assessment, instrument, purpose, topic, holistic, revising, drafting, validity, administering, cost, data-analysis, minimum competency, competency, WAC, curriculum, peer-evaluation, self-assessment, K-12, CBest [teacher-certification, Oregon], school, computer, pre-writing software, WANDAH [Writer's Aid and Author's Helper], style-checker, EECAP [Early English Composition Assessment Program, Ohio], computer-analysis
[various]. (1987). [synopses of conference panels and talks, Fifth National Testing Network in Writing Conference, Atlantic City, New Jersey, 1987]. http://comppile.org/archives/NTW/Nov%2087toc.htm [full text]. Notes from the National Testing Network in Writing 07, 3-20.
Keywords: testing, Writing Proficiency Examination [University of Massachusetts-Boston], rising-junior, standards, K-12, pedagogy, prompt, topic, assessment, holistic, rater-training, New Jersey College Basic Skills Placement Test, ESL, analytic, assessment profile, profiling, British Council Proficiency Test of the English Language, portfolio, computer, teacher-training, ESL, contrastive, African-Am, NAEP, New Jersey High School Proficiency Test, WAC, content-area, basic, program-validation, nonacademic, cultural, China, large-scale, college-span [Temple University], cross-sectional, longitudinal, error, regression, gender-difference, national, NAEPgender-difference, high-school
[various]. (1988). [synopses of conference panels and talks, Sixth National Testing Network in Writing Conference, Minneapolis, Minnesota, April, 1988]. http://comppile.org/archives/NTW/Nov%2088toc.htm [full text]. Notes from the National Testing Network in Writing 08, 4-33.
Keywords: testing, K-12, mode, portfolio, WAC, rising-junior [Governors State University], revamping, exit-exam [Ball State University], proficiency, rising-junior [University of Massachusetts], WAC, program, campus-wide, universal, literacy, validity, direct, reliability, scale stability, rater-training, holistic, discrepant-essay, primary-trait, placement, rhetorical, rater-training, video, program-program-validation, longitudinal, growth, regression, mode, rhetorical-task, pedagogy, reader-response, holistic, self-assessment, computer, style-checker, legal, national, international, Written Composition Study [International Association for Educational Achievement], criteria, contrastive, topic, classroom-research, computer-analysis, feature
[various]. (1990). [synopses of conference talks, Seventh National Testing Network in Writing Conference, Montreal, Canada, April, 1989]. http://comppile.org/archives/NTW/Nov%2088toc.htm [full text]. Notes from the National Testing Network in Writing 09, 2-48.
Keywords: testing, computer, process, large-scale, standards, WPA, international, contrastive, African-Am, NAEP, ESL, literacy, competency, holistic, University of Minnesota, validity, construct-validity, topic, assessment, Scotland, classroom, portfolio assessment, program, self-evaluation, peer-evaluation, self-validation, professional-school, veterinary, WAC, rater-training, program-validation, empowerment, rising-junior [East Texas State University], wcenter, transfer-student, James Britton, Peter Elbow, campus-wide, universal, computer, individual-differences, ESL, community, contrastive, City University of New York, disciplinary, rising-junior [University of Missouri-St. Louis], rising-junior [University of Wisconsin-Milwaukee], prompt, argumentation, validity, primary-trait, physics-department, feminist, pedagogy, placement, minimum competency, scale, score stability, response, local assessment, feature