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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Afful, Joseph Benjamin Archibald. (2006). Introductions in examination essays: The case of two undergratuate courses. [Link]. Across the Disciplines 03.
The author presents a study that employs a modified version of Swales' (1990) move analysis to investigates the generic structure of introductions in a total of 120 writing samples of Ghanaian undergraduates in English and Sociology. The study reveals differences between the two groups in their use of move-structures. (Published February 21, 2006) [WAC Clearinghouse]
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
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.
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.
Dunlap, Louise. (1992). Advocacy and neutrality: A contradiction in the discourse of urban planners. In Herrington, Anne; Charles Moran (Eds.), Writing, teaching and learning in the disciplines; New York, NY: Modern Language Associates.
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
Hackett, Herbert Lewis. (1952). An experimental investigation of the effects of introducing writing skills training into the framework of an introductory course in sociology [doctoral thesis]. East Lansing, MI: Michigan State University.
Hinrichs, Donald W.. (1990). Teaching communication skills in the context of introductory sociology. Teaching Sociology 18.1, 32-38.
Keywords: WAC, sociology-course, talk-write, listening, gain, data, introductory
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
Hylton, Jaime; John Allen. (1993). Setting specific purposes for writing-to-learn assignments: Adapting the dialogue notebook for a human services course. Teaching Sociology 21.1, 68-78.
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.
Kinney, Marjory Ann. (1991). Writing in the disciplines: The use of writing in the undergraduate sociology curriculum at Bowling Green State University [doctoral thesis]. Bowling Green, OH: Bowling Green State University.
Keywords: Bowling Green State University, curriculum, sociology, academic, WAC, undergraduate
Limbert, Claudia A.. (1992). Writing across the curriculum: A how-to plan for a 'writing-in-the-social sciences' class that works. ERIC Document Reproduction Service, ED 350 620.
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, 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.
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
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.
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]
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
Wagenaar, Theodore C.. (1984). Using student journals in sociology courses. Teaching Sociology 11.4, 419-437.
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.
Zamel, Vivian; Ruth Spack (Ed.). (2004). Crossing the curriculum: Multilingual learners in college classrooms. Mahwah, NJ: Erlbaum.
This edited collection brings together the perspectives of L2 students, ESOL and composition researchers, and faculty in different disciplines on what it means for L2 students to write and learn through writing across the curriculum and into specific disciplines. The first section is devoted to case study research on undergraduate L2 students’ experiences as they write across the curriculum; the second section features reflections by a L2 biology major and L2 sociology major on their writing and learning experiences in courses in their majors and across the curriculum; and the third section shares chapters written by faculty in anthropology, philosophy, nursing, literature, sociology, and Asian American studies on their attempts to address the needs of L2 writers in their classrooms. [Michelle Cox, WAC/WID and Second Language Writers (Part 3: Studies that Look at L2 Writer across Disciplines), WPA-CompPile Research Bibliographies, No. 8]