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.
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Abdalla, Adil E. A.. (1993). A country report project for an international economics class. Journal of Economic Education 24.3, 231-236.
Anthony, Laurence. (1997). Preaching to cannibals: A look at academic writing in engineering. In Orr, Thomas (Ed.); Aizu University [Aizuwakamatsu, Japan], Center for Language Research; Proceedings 1997: The Japan Conference on English for Specific Purposes proceedings (Aizuwakamatsu City, Fukushima, November 8, 1997); ERIC Document Reproduction Service, ED 424 774.
Bartelo, Dennise; Kathleen Birkitt; Lynn Davis. (1990). Writing beyond the form: Professional dialogue journals in elementary education methods. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 02, 70-75.
Beaman, Bruce. (1985). Writing to learn social studies. link to 2013 WAC Clearinghouse reprint In Gere, Ann Ruggles; Roots in the sawdust: Writing to learn across the disciplines; Urbana, IL: National Council of Teachers of English.
Blalock, Glenn; Diana Cardenas; Joyce Hawthorne; and Susan Loudermilk. (2003). Using 'community' needs to promote and expand WAC. [fulltext]. Language and Learning Across the Disciplines 6.3.
This article explores WAC efforts at Texas A&M University-Corpus Christi. Specifically, the article addresses efforts to extend WAC efforts to consider the needs of the larger community as well as the university community.
Keywords: WAC, WID, writing across the curriculum, community, community service, service-learning, techcomm, FYC, learning-community
Blevins-Knabe, Belinda. (1987). Writing to learn while learning to write. Teaching of Psychology 14.4, 239-241.
Bohan, Chara Haeussler; O. L. Davis, Jr.. (1998). Historical constructions: How social studies student teachers' historical thinking is reflected in their writing of history. Theory and Research in Social Education 26.2, 173-197.
Keywords: social-studies-course, historiography, multiple sources, write-to-learn, WAC, teacher-training, teacher-as-writer, social
Boice, Robert. (1982). Teaching of writing in psychology: A review of sources. Teaching of Psychology 09.3, 143-147.
Bond, Lynne A.. (1989). Teaching developmental psychology. In Bronstein, P.; K. Quina (Eds.), Teaching a psychology of people: Resources for gender and sociocultural awareness; Washington, D. C.: American Psychological Association.
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
Brien, Michael. (1993). Naming our fears. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 04, 31-36.
Keywords: prison, assignment, personal , prompt, word-list, list, WAC, sociology-course
Bronstein, Phyllis. (1989). Personality from a sociocultural perspective. In Bronstein, Phyllis; Kathryn Quina (Eds.), Teaching a psychology of people: Resources for gender and sociocultural awareness; Washington, D. C.: American Psychological Association.
Buteau, Gerard; Patricia Cantor. (1998). Better teaching through better writing: Student writing in the education department. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 09, 22-28.
Keywords: WAC, education-course, student-writing
Cadwallader, Mervyn L.; C. Allen Scarboro. (1982). Teaching writing within a sociology course: A case study in writing across the curriculum. Teaching Sociology 09.4, 359-582.
Calhoun, Lawrence G.; James W. Selby. (1979). Writing in psychology: A separate course?. Teaching of Psychology 06.4, 232.
Keywords: WAC, psychology-course
Cantor, Patricia; Meg Petersen. (2000). Hidden behind the faces that you love: Seeing parents in a different light. [fulltext]. Plymouth State College Journal on Writing Across the Curriculum 11, 61-70.
Casanave, Christine R. Pearson. (1990). The role of writing in socializing graduate students into an academic discipline in the social sciences [doctoral thesis]. Stanford, CA: Stanford University.
Keywords: social-science, WAC, socialization, academic, disciplinary, ethnographic, graduate, social
Caulfield, P.. (1986). Tagmemic invention: Discovery across the curriculum. In O'Dowd, Kathleen; Earnest I. Nolan (Eds.), Learning to write/writing to learn; Livonia, MI: Madonna College, Humanities Writing Program.
Charbonneau, G.. (1986). Writing in the social sciences: Fostering critical thinking and values formation through micro-theme. In O'Dowd, Kathleen; Earnest I. Nolan (Eds.), Learning to write/writing to learn; Livonia, MI: Madonna College, Humanities Writing Program.
Keywords: WAC, social-science-course, critical-thinking, value, microtheme, social
Chisholm, Richard. (1989). Using collaborative techniques in a speech class. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 01, 104-112.
Chisholm, Richard M.. (1997). Using collaborative techniques in a speech class [reprint]. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 08, 96-105.
Claypool, Sharon H.. (1980). Teacher writing apprehension: Does it affect writing assignments across the curriculum?. ERIC Document Reproduction Service, ED 216 387. Identification of writing competencies needed by secondary students to perform assignments in science and social studies classes.
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
Collins, Daniel F.. (2004). Writing to connect through paired courses. [fulltext]. WAC Journal 15 (September), 34-54.
Collins describes the problem-based curriculum, writing assignments, and benefits of a 'thematic link' between a religious-studies course and a writing course at Manhattan College. 'One of [the students’] goals in both courses,' Collins writes, 'was to monitor and become familiar with particular positions as readers, to look at a text from multiple perspectives and become aware of their perspectives as readers' (p. 39). Drawing on the work of Bruce McComiskey, Kurt Spellmeyer, Joseph Harris, and Muriel Harris, Collins argues that 'writing provides a new lens of exploration [for students] into themselves as social beings and the discourses that make up their worlds, a kind of reflection that develops productive ways of knowing capable of helping them succeed in our classrooms' (p. 42). Paired courses, Collins notes, increase the likelihood that student writers will come to understand their own involvement in the construction of knowledge and to see the ways that knowledge is shaped by its relationships to social processes. Collins lists four direct benefits from linked course offerings at Manhattan College: (1) '[S]tudents in both courses moved beyond the traditional scope of each course' (p. 46); (2) Students 'wrote more,' 'wrote for multiple audiences,' and 'wrote with greater sophistication.' (Collins describes this as greater 'intertextuality,' synthesis and methodological-awareness in the students’ texts); (3) /[T]he building of community among freshmen students'; (4) '[T]he building of community across faculty' (p. 47). [Michelle LaFrance, Linked Writing Courses; WPA-CompPile Research Bibliographies, No. 14]
Keywords: linked, assignment, WAC, religion-studies-course, pedagogy, constructivist, construction of knowledge, curriculum, problem-solving, religion-studies, thematic, intertextuality, data, metaconsciousness, ancillary
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
Corbett, Edward P. J.. (1984). A collegiate writing program for the 1980s. ADE Bulletin, no. 78, 20-2.
Covill, Amy E.. (2012). College students' use of a writing rubric: Effect on quality of writing, self-efficacy, and writing practices . link to full text
. Journal of Writing Assessment 05.1.
Fifty-six college students enrolled in two sections of a psychology class were randomly assigned to use one of three tools for assessing their own writing: a long rubric, a short rubric, or an open-ended assessment tool. Students used their assigned self-assessment tool to assess drafts of a course-required, five-page paper [author's abstract]
Davis, Barbara; Linda Luvaas-Briggs; Sacramento City College. (1983). 'It's not my job'--basic skill development in a sociology course, a shared solution. ERIC Document Reproduction Service, ED 231 496.
Disch, Estelle. (2004). 'Still cannot solve it': Engaging ESOL students in the classroom conversation. In Zamel, Vivian; Ruth Spack (Ed.), Crossing the curriculum: Multilingual learners in college classrooms; Mahwah, NJ: Erlbaum.
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.
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]
Evans, Mary M.; Kwasi Machupa; Lillian Williamson; Beverly Mosely Arbria Griffin. (1991). Writing about social studies content. In Morris, Barbra S. (Ed.); Detroit Public Schools; University of Michigan; Writing to learn in disciplines: Detroit teachers combine research and practice in their classrooms (a Detroit Public Schools/University of Michigan collaborative publilcation); ERIC Document Reproduction Service, ED 333 420.
Keywords: write-to-learn, WAC, school-college, social-studies-course, social
Fallon, Dianne; Cindy J. Lahar; David Susman. (2009). Taking the high road to transfer: Building bridges between English and psychology. Teaching English in the Two-Year College 37.1, 41-55.
Gorman, Michael E.; Margaret E. Gorman; Art Young. (1986). Poetic writing in psychology. In Young, Art; Toby Fulwiler (Eds.), Writing across the disciplines: Research into practice; Portsmouth, NH: Boynton/Cook [ERIC Document Reproduction Service, ED 264 592].
Keywords: WAC, psychology-course, poetic, sample, James Britton, genre, assignment, student-opinion, data
Grasmuck, Sherri; Susan Hyatt. (2003). Sequencing writing across liberal arts majors. Peer Review 06.1, 18-20.
Green, C. S., III; H. G. Klug. (1990). Teaching critical thinking and writing through debates: An experimental evaluation. Teaching Sociology 18.4, 462-471.
Action research that addresses the issue of providing high quality instruction and feedback in large introductory level classes. Green and Klug explore several methods to find one by which students improve writing and critical thinking abilities, increase class participation and interest, and better learn the course content. Additionally, Green and Klug sought a method that avoided making "the grading load...simply too high" (462). They investigated classroom debate as a way to achieve their goals. Students in the experimental groups participated in debates regarding course material and the control group received instruction by lecture with some class discussion. Those in the control groups were randomly assigned their debate topics, including whether they would take the pro or con side to the issues. Results were measured through various means for each of their goals. The experimental groups showed significant improvement in student performance on multiple choice exams covering course material, rate of enthusiastic class participation, and students’ positive evaluations of instructors, as well as modest gains in writing and critical thinking skills. Students wrote papers collaboratively with their debate teams, creating only a small number of essays to grade rather than 50 - 75 individual papers. Green and Klug end by citing their study's limitations which include issues of sample size and randomness, and also address ethical issues of teaching critical thinking. They call for larger studies to better determine the effects of debate as a pedagogical tool in large introductory courses. (June W. Hurt)
Keywords: WAC, sociology-course, critical-thinking, debate, gain, data, experimental
Greene, Stuart; Amy J. Orr. (2007). First-year college students writing across the disciplines. In O'Neill, Peggy (ed.), Blurring boundaries: Developing writers, researchers and teachers: A tribute to William L. Smith; Cresskill, NJ: Hampton Press.
Haaga, David A. F.. (1993). Peer review of term papers in graduate psychology courses. Teaching of Psychology 20.1, 28-32.
Keywords: peer-evaluation, psychology-course, WAC, term-paper, interrater-reliability, professional-periodical, peer-review, data
Hale, Cheryl. (1992). Reading newspapers in search of psychology. In Mahony, Elizabeth M. (Ed.); Saint Louis Community College at Meramec [Missouri]; Building community from diversity: Connecting students to their learning environments. An anthology of classroom projects undertaken for the Kellogg Beacon Grant: Final report; ERIC Document Reproduction Service, ED 349 064.
Hansen, Kristine. (1988). Rhetoric and epistemology in the social sciences: A contrast of two representative texts. In Jolliffe, David A. (Ed.), Writing in academic disciplines (Advances in writing research, Vol. 2); Norwood, NJ: Ablex Publishing.
Keywords: WAC, academic, social-science, rhetoric, epistemological, representative, social
Hansen, W. Lee. (1993). Teaching a writing intensive course in economics. Journal of Economic Education 24.3, 213-218.
Haviland, Carol Petersen. (1994). Writing-across-the-curriculum discourse community lines: Nature, criteria, and purpose in university classrooms [doctoral thesis]. Riverside, CA: University of California, Riverside.
Hay, Iain; Edward J. Delaney. (1994). 'Who teaches, learns': Writing groups in geographical education. Journal of Geography in Higher Education 18.3, 317-334.
Keywords: geography-course, WAC, group, USA, Australia, criteria-sheet
Hayden, Robert. (1989). Using writing to improve student learning of statistics. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 01, 3-9.
Keywords: WAC, statistics-course, write-to-learn
Hayden, Robert. (1997). Using writing to improve student learning of statistics [reprint]. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 08, 198-205.
Keywords: WAC, statistics-course, write-to-learn
Hegtvedt, Karen A.. (1991). Teaching sociology of literature through literature. Teaching Sociology 19.1, 1-12.
Held, J. A.; B. Olds; R. Miller; T. Demel. (1994). Incorporating writing in engineering classes and engineering in writing classes. Institute of Electrical and Electronis Engineers (Ed.), IEEE Conference on Frontiers in Education: Proceedings of the Conference on Frontiers in Education; New York: IEEE.
Herman, W. E.. (1986). Psychological poetry: Learning through creative expression. In O'Dowd, Kathleen; Earnest I. Nolan (Eds.), Learning to write/writing to learn; Livonia, MI: Madonna College, Humanities Writing Program.
Inglese, Terry. (2010). Can archived TV interviews with social sciences scholars enhance the quality of students' academic writing?. In Bazerman, Charles; et al. (Eds.), Traditions of writing research; London: Routledge.
Kainose, Motoko. (2004). Motoko's reflections on learning across the curriculum. In Zamel, Vivian; Ruth Spack (Ed.), Crossing the curriculum: Multilingual learners in college classrooms; Mahwah, NJ: Erlbaum.
Kirkman, Adrianna G.; Medwick V. Byrd; Hasan Jameel; John A. Heirmann. (2004). The challenge of implementing an inquiry-guided approach in a highly technical curriculum. In Lee, Virginia S. (Ed.), Teaching and learning through inquiry: A guidebook for institutions and instructors; Sterling, VA: Stylus.
Krueger, Ralph R.; University of Waterloo, Department of Geography. (1983). Improving the writing of geography students: A manual for instructors and some handouts for students. ERIC Document Reproduction Service, ED 293 766.
Lawrence, Barbara M.; Anne E. Mullin; Richard L. Sagness. (1996). Do composition courses prepare students for upper-division writing?. In Banta, Trudy W.; Jon P. Lund; Karen E. Black; Frances W. Oblander (Eds.), Assessment in practice: Putting principles to work on college campuses; San Francisco, CA: Jossey-Bass Publishers.
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]
Marik, Ray. (1985). Teaching special education history using writing-to-learn. link to 2013 WAC Clearinghouse reprint In Gere, Ann Ruggles; Roots in the sawdust: Writing to learn across the disciplines; Urbana, IL: National Council of Teachers of English.
Mathison, Maureen A.; Linda Flower; National Center for the Study of Writing and Literacy. (1993). Writing from academic sources: Critiquing texts in sociology: A longitudinal study: Project 9 (Study 2, Phase 2). Final report. ERIC Document Reproduction Service, ED 366 951.
Miller, Richard L.; W. Wozniak; M. Rust; B. Miller; J. Slezak. (1996). Counterattitudinal advocacy as a means of enhancing instructional effectiveness: How to teach students what they do not want to know. Teaching of Psychology 23.4, 215-219.
Miller, Robert S.. (1989). Collaborative writing in social psychology: An experiment. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 01, 95-103.
Monroe, Jonathan. (2002). Writing and revising the disciplines. Ithaca, NY: Cornell University Press.
Writing and Revising in the Disciplines consists of a series of essay on practical strategies for teaching writing in the physical sciences, the social sciences, and the humanities. [WAC Clearinghouse]
Mulvaney, Mary Kay. (1994). Interpreting academic apprenticeship: A theoretical synthesis and event analysis of academic enculturation [doctoral thesis]. Chicago, IL: University of Illinois at Chicago.
Nicholas, Talbot. (1982). Writing from literature to law. [fulltext]. Writing: Newsletter of the George Mason University Faculty Writing Program 02 (April), 2.
Keywords: WAC, literature-course, law-course
Nien-chu Kiang, Peter. (2004). Voicing names and naming voices: Pedagogy and persistence in an Asian American studies classroom. In Zamel, Vivian; Ruth Spack (Ed.), Crossing the curriculum: Multilingual learners in college classrooms; Mahwah, NJ: Erlbaum.
O'Flaherty, Kathleen M.. (1992). Introducing students to the concept of the sociological imagination: A written assignment. Teaching Sociology 20.4, 326-328.
Keywords: sociology-course, social imagination, write-to-learn, personal-social, assignment, WAC, imagination
Odell, Lee. (1981). How English teachers can help their colleagues teach writing. http://comppile.org/archives/fforum/fforum2(2).htm [fulltext]. fforum: A Newsletter of the English Composition Board, University of Michigan 02.2, 57-59, 94-95.
Olds, Barbara M.; Karen B. Wiley. (1991). Public policy and technical communication across the curriculum at the Colorado School of Mines. IEEE Transactions on Professional Communication 34.4, 240-246.
Keywords: technical-communication, public policy, networked, WAC, Colorado School of Mines, policy
Oliver, Peter V.. (1995). Learning to write, writing to learn: A study on process-oriented writing in graduate education. ERIC Document Reproduction Service, ED 401 850.
Keywords: graduate, psychology-course, seminar, workshopping, WAC, student-opinion, apprehension, student-confidence, data
Packer, Barbara. (1995). Improving writing skills in speech-language pathology graduate students through a clinical writing course, speech pathology. ERIC Document Reproduction Service, ED 384 178.
Paik, Minja; Eugene Norris. (1983). Writing to learn in statistics, mathematics, and computer science: Two views. In Thaiss, Christopher (Ed.), Writing to learn: Essays and reflections on writing across the curriculum; Dubuque, IA: Kendall/Hunt.
Palmquist, Wendy J.. (1996). Using writing in the adolescent psychology course. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 07, 33-48.
Peters, Sandra; Deborah Saxon. (1997). Simulation and collaborative learning in political science and sociology classrooms. In Orr, Thomas (Ed.); Aizu University [Aizuwakamatsu, Japan], Center for Language Research; Proceedings 1997: The Japan Conference on English for Specific Purposes proceedings (Aizuwakamatsu City, Fukushima, November 8, 1997); ERIC Document Reproduction Service, ED 424 774.
Peters, Sandra; Deborah Saxon. (1998). Simulation and collaborative learning in political science and sociology classrooms. In Orr, Thomas (Ed.), The Japan Conference on English for Specific Purposes proceedings (Aizuwakamatsu City, Fukushima, November 8, 1997); Aizu University [Japan], Center for Language Research, ERIC Document Reproduction Service, ED 424 774.
Pond, Samuel B., III. (2004). All in the balance: Psychology 201 'Controversial Issues in Psychology'. In Lee, Virginia S. (Ed.), Teaching and learning through inquiry: A guidebook for institutions and instructors; Sterling, VA: Stylus.
Porter, James E.. (2005). The chilling of digital information: Technical communicators as public advocates. In Lipson, Carol; Michael Day (Eds.), Technical communication and the World Wide Web; Mahwah, NJ: Erlbaum.
Keywords: internet, technical-communication, Web, digital, public advocacy, technical-writer
Press, Harriet Baylor. (1979). Basic motivation for basic skill: The interdependent approach to interdisciplinary writing. College English 41.3, 310-313.
Calls for fostering a symbiotic relationship between composition and beginning courses in other subjects, making composition interdisciplinary. Emphasizes having a dual purpose--reinforcing materials taught in other courses and teaching rhetoric, style, and technique. Describes author's composition/psychology course. [Sue Hum]
Radmacher, Sally A.; Elizabeth Latosi-Sawin. (1995). Summary writing: A tool to improve student comprehension and writing in psychology. Teaching of Psychology 22.2, 113-115.
Keywords: psychology-course, summary-writing, WAC, exercise, contrast-group, examination-success, write-to-learn, data
Rapp, Adrian; Lynda Dodgen. (1992). Shooting research from the H.I.P.P.S. and making a killing for ourselves [hypothesis, involvement, participation, practice, sharing]. ERIC Document Reproduction Service, ED 350 036.
Samsa, Gregory; Eugene Z. Oddone. (1994). Integrating scientific writing into a statistics curriculum: A course in statistically based scientific writing. American Statistician 48.2, 117-119.
Samsa and Oddone argue that 'writing should play an increased role in statistical education and that this can be best accomplished by distributing exercises in writing and critical appraisal throughout the curriculum' (p. 117). They describe a master's level lecture course in statistics linked to a course based in discussion and data analysis. 'Over time,' they note, 'the course's emphasis shifted from the writing process itself toward issues of analysis strategy and other points of statistical methodology' (p. 118). The authors find that 'writing is an excellent mechanism for identifying student's strengths and weaknesses' and that 'students can use a linkage-based model to write more effectively' (p. 119). They further recommend the variation of writing assignments and keeping the assignments close to the student’s own goals. [Michelle LaFrance, Linked Writing Courses; WPA-CompPile Research Bibliographies, No. 14]
Sanford, James. (1983). Multiple drafts of experimental laboratory reports. In Thaiss, Christopher (Ed.), Writing to learn: Essays and reflections on writing across the curriculum; Dubuque, IA: Kendall/Hunt.
Scroggins, Fredna Carlson. (1992). Improving assessment in general psychology. In Mahony, Elizabeth M. (Ed.); Saint Louis Community College at Meramec [Missouri]; Building community from diversity: Connecting students to their learning environments. An anthology of classroom projects undertaken for the Kellogg Beacon Grant: Final report; ERIC Document Reproduction Service, ED 349 064.
Sebastian, Glenn R.. (1983). Writing across the curriculum: Geography. ERIC Document Reproduction Service, ED 241 385.
Keywords: WAC, geography-course
Sherman, Debora C.. (1976). An innovative community college program integrating the fundamentals of reading and writing with a college level introductory psychology course. ERIC Document Reproduction Service, ED 131 433.
Sieber, Tim. (2004). Excelling in the critical study of culture: The multilingual-multicultural student advantage. In Zamel, Vivian; Ruth Spack (Ed.), Crossing the curriculum: Multilingual learners in college classrooms; Mahwah, NJ: Erlbaum.
Siegel, John H.. (1983). Language, literature, and the humanistic tradition: Necessities in the education of the physician. http://comppile.org/archives/fforum/fforum4(2).htm [fulltext]. fforum: A Newsletter of the English Composition Board, University of Michigan 04.2, 148-154.
Keywords: science-writing, medical, humanistic, curriculum, technical-communication, history, Aretaeus, Boccaccio, Joseph Bell, Albert Camus, tradition
Sills notes that paired courses assist students in becoming aware of the 'connections among ideas and issues across disciplinary boundaries, and [helps] them gain intellectual sophistication by confronting and assessing multiple perspectives' (p. 61). She discusses the linkage between an English Composition course and Introduction to Sociology, where 'the professors were free to design two separate but related courses that would serve the goals of both the English and sociology departments' (p. 61). In this link, 'we focused on interpreting and communicating information as a component of the learning process,' Sills writes, 'accurate and effective use of language became a means of knowing sociology, rather than a separate exercise called ‘writing’' (p. 62). Sills comments that paired courses require a larger time commitment from faculty and that the relationship between the two courses must be actively managed by both instructors. Working together, the two faculty members can find an appropriate balance for 'pacing, methodology, and goals' (p. 64).[Michelle LaFrance, Linked Writing Courses, WPA-CompPile Research Bibliographies, No. 14]
Smith, Douglas Bradley. (1977). Teaching anthropology is a good way to teach writing. College Composition and Communication 28.3, 251-256.
Emphasizes anthropology's approach to communication as analysis of rhetorical intention, technique, rhetorical theory, and rhetorical philosophy. Finds socio psychological perspectives and construction of self in context as central to persuasion. Emphasizes the importance locating writing in cultural and social contexts. Proposes teaching literary models as culturally bound arguments and not models of timeless genius. Identifies time bound character of grammatical and syntactical rules. [Sue Hum]
Spiegel, Theresa A.; Samuel M. Cameron; Richard Evans; Barbara F. Nodine. (1980). Integrating writing in to the teaching of psychology: An alternative to Calhoun and Selby. Teaching of Psychology 07.4, 242-243.
Spiegel, Theresa A.; Samuel M. Cameron; Richard Evans; Barbara F. Nodine. (1980). Integrating writing into the teaching of psychology: An alternative to Calhoun and Selby. Teaching of Psychology 07, 242-243.
Sprowl, Dale. (1987). Guided imagery in the social studies. In Olson, Carol Booth (Ed.), Practical ideas for teaching writing as a process; Sacramento, CA: Bureau of Publications, California Department of Education.
Keywords: pedagogy, WAC, graphic, mental, guided imagery, social-studies-course, pedagogy, social
Sprowl, Dale. (1997). Guided imagery in the social studies. In Olson, Carol Booth (Ed.), Practical ideas for teaching writing as a process at the high school and college level; rev. ed.; Sacramento, CA: Bureau of Publications, California Department of Education.
Keywords: pedagogy, WAC, graphic, mental, guided imagery, social-science-course, social
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
Stinson, Rboert C.. (1980). Journal writing in the geography program. http://comppile.org/archives/WLA/WLA15.pdf [full text]. Writing as a Liberating Activity Newsletter, No. 15, 5.
Templeton, Jeff. (1978). From the student perspective: Writing instruction in economics classes. http://comppile.org/archives/WLA/WLA12.pdf [full text]. Writing as a Liberating Activity Newsletter, No. 12, 3-4.
Keywords: student-opinion, WAC, economics-course, group, peer-evaluation, term-paper, revising, school
Thaw, Jack. (1985). Writing for social sciences. In Sheidley, William E.; Karen Jambeck; Emily Stauffer (Eds.), What is good writing? Proceedings of a conference at the University of Connecticut (Storrs, Connecticut, December 6, 1980); ERIC Document Reproduction Service, ED 260 440.
Keywords: WAC, social-science-course, pedagogy, social
Ticke, Lynne. (2003). Opening dialogue: Students respond to teacher comments in a psychology classroom. [fulltext]. WAC Journal 14, 19-36.
Keywords: WAC, psychology-course, teacher-student, student-opinion, response, data
Tobey, D. M.. (1979). Writing instruction in economics courses: Experimentation across disciplines. Journal of the Northeastern Agricultural Economics Council 08.2, 159-164.
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
Vipond, Douglas. (1993). Social motives for writing psychology: Writing for and with younger readers. Teaching of Psychology 20.2, 89-93.
Wake, Barbara. (2010). Preparing students to write: A case study of the role played by student questions in their quest to understand how to write an assignment in economics. In Bazerman, Charles; et al. (Eds.), Traditions of writing research; London: Routledge.
Walbaum Shar. (2005). A cognitive psychologist's rationale for experimenting with WAC. Segall, Mary T.; Robert Smart (Eds.), Direct from the disciplines: Writing across the curriculum; Portsmouth, NH: Boynton/Cook.
Walvoord, Barbara E.; Virginia Johnson Anderson; John R. Breihan; Lucille Parkinson McCarthy; Susan Miller Robison; A. Kimbrough Sherman. (1995). Functions of outlining among college students in four disciplines. Research in the Teaching of English 29.4, 390-421.
Wieler, S. H.. (1986). A context-based study of the writing of eighteen year olds, with special reference to A-level biology, English, geography, history, history of art, and sociology [doctoral thesis]. London: University of London Institute of Education.
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.. (1984). The function of writing in three college curricula: The modes of discourse and the registers of writing. ERIC Document Reproduction Service, ED 252 884.
Wolfe, Christopher R.. (2011). Argumentation across the curriculum. Written Communication 28.2, 193-219.
Keywords: argumentation, WAC, cross-disciplinary, assignment-analysis, text-analysis, genre, taxonomy, undergraduate, data, frequency, engineering, fine arts, social-science, education, natural-science, humanities, business
Young, Art; Mike Gorman; Margaret Gorman. (1983). The value and function of poetic writing. ERIC Document Reproduction Service, ED 228 635.
Because poetic writing as a method of discourse and as a tool for learning plays a significant role in many theoretical models of writing but is rarely used in practice, a study was conducted to examine the effects on 70 college students in an introductory psychology class of a mixture of poetic and transactional assignments on the subject of schizophrenia. Students had one major expressive assignment (journals), two drafts (a first poem and a short story), and one final poetic assignment. They also had one draft and one final transactional assignment. A checklist and open ended questionnaire were used to gather student responses. Results indicated that the poem assignments encouraged creativity and helped students understand schizophrenia from the inside, while the transactional assignments helped them organize their thoughts and prepare to communicate them to another audience. (The report also briefly describes the experiences of one of four students selected for in-depth examination.) [ERIC]
Zehr, David. (1995). Buffy and Elvis: The sequel. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 06, 15-22.
Follows up on an earlier WAC Journal article and records exercises developed by a professor in an introductory psychology class, in which students demonstrate their understanding of a discipline specific writing text by completing writing assignments built around two fictional college students. To avoid plagiarism, the teacher modifies the assignment each year--as a play, then as a short story, then as responses from newspaper advice columnists, then as a political debate.[Timothy Woods]
Keywords: WAC, psychology-course, write-to-learn, assignment, fiction-writing, short story, genre, advice-column, political debate, drama-writing
Zehr, David. (1997). Afterword [to David Zehr; Kathleen Henderson, 'Buffy, Elvis, and introductory psychology']. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 08, 35-.
Zehr, David. (1998). Writing in psychology courses. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 09, 7-13.
Keywords: WAC, psychology-course, write-to-learn
Zehr, David; Kathleen Henderson. (1994). Buffy, Elvis, and introductory psychology: Two characters in search of a dialogue. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 05, 11-22.
Zehr, David; Kathleen Henderson. (1997). Buffy, Elvis, and introductory psychology: Two characters in search of a dialogue [reprint]. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 08, 24-34.
Zehr, H. David. (1989). Using faculty histories in a history of psychology course. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 01, 47-51.
Keywords: WAC, psychology-course, history of psychology, teacher-biography