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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Pedagogy

Aarons, Victoria; Willis A. Salomon. (1989). The writing center and writing across the curriculum: Some observations on theory and practice. Focuses: A Journal Linking Composition Programs and Writing-Center Practice 02.2, 91-102.
Keywords: wcenter, WAC, theory, pedagogy
Abasi, Ali R.; Nahal Akbari; Barbara Graves. (2006). Discourse appropriation, construction of identities, and the complex issue of plagiarism: ESL students writing in graduate school. Journal of Second Language Writing 15.2, 102-117.
Drawing on case studies of five L2 graduate students – two MA students in a Second Language Education program, a PhD student in Counseling, a PhD student in Educational Administration, and a PhD student in Education – the authors examine how L2 graduate students make choices about appropriating discourse when writing, how they identify their voices in source-based writing, and how choices of appropriation and voice relate to a student’s identities. They found that the less experienced graduate students were less likely to be aware of textual choices as rhetorical and as creating identity in writing in contrast to the more experienced graduate student writers. After analyzing participants’ writing, the authors discovered that the less experienced graduate students also plagiarized more and tied this practice to their educational histories and assumptions about their roles as writers. [Michelle Cox, WAC/WID and Second Language Writers (Part 3: Studies that Look at L2 Writer across Disciplines), WPA-CompPile Research Bibliographies, No. 8]
Keywords: WAC, ESL, plagiarism, identity, constructivist, graduate, appropriation, case-study
Abdalla, Adil E. A.. (1993). A country report project for an international economics class. Journal of Economic Education 24.3, 231-236.
Keywords: economics-course, report-writing, assignment, sample, WAC
Abel, Jean P.; Frederick J. Abel. (1988). Writing in the mathematics classroom. Clearing House 62.4, 155-158.
Keywords: WAC, mathematics-course, pedagogy, microtheme, letter-writing, journal-writing, interviewing
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,
Abrams, Nancy; Nadine Feiler. (2003). Greater than the sum of parts: A poetry/science collaboration. [fulltext]. Language and Learning Across the Disciplines 6.2.
Collaborations between disciplines in middle school usually occur between language arts and social studies, or between math and science; however, we found a collaboration between language arts and science to be a fruitful experience for our students in their learning both disciplines and in improving our own teaching. Understanding poetry and science requires many of the same skills: close observation, description, and metaphorical thinking. To that end, we developed a curriculum that focused on those skills as our students studied barrier islands in sixth grade science and poetry in sixth grade language arts.
Keywords: WAC, WID, writing across the curriculum, poetry, science, poetry
Abt-Perkins, Dawn; Gian Pagnucci. (1993). From tourist to storyteller: Reading and writing science. In Tchudi, Stephen (Ed.), The astonishing curriculum: Integrating science and humanities through language; Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 359 538].
Keywords: WAC, pedagogy, science, humanities, reading, narrative, tourism, story-telling
Adams, Dennis M.; Mary Hamm. (1990). Cooperative learning: Critical thinking and collaboration across the curriculum. Springfield, IL: Charles C. Thomas.
Keywords: critical-thinking, WAC, cooperative, pedagogy
Adams, Dennis M.; Mary Hamm. (1996). Cooperative learning: Critical thinking and collaboration across the curriculum. 2nd edition. Springfield, IL: Charles C. Thomas.
Keywords: critical-thinking, WAC, cooperative, pedagogy
Adams, Pauline Gordon; Emma Shore Thornton. (1986). An inquiry into the process of collaboration. Language Arts of Michigan 02, 25-28.
Keywords: collaboration, questionnaire, teacher-opinion, WAC, data, discipline, gender, age, inquiry
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
Adler-Kassner, Linda; Peggy O'Neill. (2010). Reframing writing assessment to improve teaching and learning. Logan, UT: Utah State University Press.
Public discourse about writing instruction is currently driven by ideas of what instructors and programs 'need to do,' 'should do,' or 'are not doing,' and is based on poorly informed concepts of correctness and unfounded claims about a broad decline in educational quality. This discussion needs to be reframed, say Adler-Kassner and O'Neill, to help policymakers understand that the purpose of writing instruction is to help sstudents develop critical thinking, read, and writing strategies that will form the foundation for their future education, careers, and civic engagement [publishing blurb]
Keywords: assessment, evaluation, reconceptualization, pedagogy, learning-theory, accountability, accreditation, classical-rhetoric, school-preparation, curriculum, placement, large-scale, local, portfolio, objective, reliability, validity, WAC
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
Aguilar, Irma. (1988). A medical-surgical nursing class participates in writing across the curriculum. 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, medical, surgical, participation
Agutter, Paul S.. (1987). Precision testing: A method for improving students' written work in biochemistry. Journal of Biological Education 13, 25-31.
Keywords: biology-course, biochemistry, WAC, pedagogy, data, science, terminology, precision testing, data, improvement, reading-skill
Alaimo, Peter J.; John C. Bean; Joseph M. Langenhan; Larry Nichols. (2009). Eliminating lab reports: A rhetorical approach for teaching the scientific paper in sophomore organic chemistry. [fulltext]. WAC Journal 20, 17-32.
Considers how an interdisciplinary team of faculty is striving to improve student performance on senior chemistry theses at Seattle University through an alternative approach to teaching the discourse of the scientific community within the year-long sophomore chemistry lab course. Drops the notion of teaching new students in formulaic, academic-specific ways, through utilization of rudimentary lab reports. Stresses the need to make students immediately aware of the inquiry-based, persuasive context of actual professional work and writing through collaborative-based experimentation that stresses multiple replications and use of evidence for conclusions. Suggests teaching the scientific paper over a year early in students' science careers and prioritizing students' 'writing process knowledge' through explicit instruction in writing within science courses. [Jaclyn Rossi]
Keywords: Seattle University, WAC, science-writing, sophomore, organic chemistry-course, laboratory-report, assignment, grading, inquiry, rubric, evaluation, response, data, process,
Alber-Morgan, Sheila R.; Terri Hessler; Moira Konrad. (2007). Teaching writing for keeps. Education and Treatment of Children 30.3, 107-128.
This article outlines difficulties with the implementation of writing across multiple disciplines, grade levels, and individual abilities of students in a time of increased high-stakes accountability. Alba-Morgan, et al. argue that teachers must teach for generalizable writing outcomes and focus on big ideas. Offers six strategies for teachers to use to promote writing, the writing process, and the development of students' writing skills. [JeanMarie Dimitratos]
Keywords: school, pedagogy, WAC, individual, high-stakes, assessment, content, teacher-strategy, process, improvement
Alexander, James D.. (1984). Creative writing across the curriculum. ERIC Document Reproduction Service, ED 241 946.
Keywords: creativity, fiction-nonfiction, WAC, expository, assignment, peer-evaluation, pedagogy, poetry-writing
Allen, Michael; William Condon; Marcia Dickson; Cheryl Forbes; George Meese; Kathleen Blake Yancey. (1997). Portfolios, WAC, email, and assessment: An inquiry on Portnet. In Yancey, Kathleen Blake; Irwin Weiser (Eds.), Situating portfolios: Four perspectives; Logan, UT: Utah State University Press.
Keywords: portfolio, WAC, email, evaluation, listserv, Portnet, inquiry
Allen, Sheilah. (1989). Writing for learning about the writing process. ERIC Document Reproduction Service, ED 362 882.
Keywords: pedagogy, education-major, psycholinguistic, psycholinguistics-course, write-to-learn, journal-writing, WAC, assignment, learning-log, process
Alpert, Bernard. (1964). The impact of written advocacy on one's own opinion concerning a conflict situation: An experiment with business, military, and student groups [doctoral thesis]. Seattle, WA: University of Washington.
Keywords: conflict, advocacy, persuasion, impact, business, student group, military group, opinion-change
Ambrose, Susan Adele. (1986). How historians think: A writing across the curriculum course for freshmen at the university level [doctoral thesis]. Pittsburgh, PA: Carnegie-Mellon University.
Keywords: FYC, WAC, history-course, syllabus, interdisciplinary, historiography, Carnegie-Mellon, historian
Amore, Adelaide P.. (1988). How faculty learn to become better coaches of writing and thinking: A case study of workshops in writing across the disciplines at Smith College, Northampton, Massachusetts [doctoral thesis]. New York: Columbia University Teachers College.
Keywords: WAC, Smith College, faculty-workshop, pedagogy, retraining, coaching
Anderson, Jeanette McDonald. (1988). Tracking the language process of basic and competent writers in content area writing [doctoral thesis]. Boston, MA: Boston University.
Keywords: WAC, placement, basic, high-low, process, academic-achievement
Anderson, JoAnn Romeo; Nora Eisenberg; J. Holland; Harvey S. Wiener; C. Rivera-Kron. (1983). Integrated skills reinforcement: Reading, writing, speaking, and listening across the curriculum. New York: Longman.
Keywords: WAC, school, pedagogy, speak-write, listening, reading, integrated, comskills, reinforcement
Anderson, Larry; Patricia Teel Bates; Don Smith. (1994). Reader-response theory and instructors' holistic evaluating in and out of their fields. Teaching English in the Two-Year College 21.1, 53-62.
Keywords: data, experiment, evaluation, holistic, rating, contrast-group, academic, discipline, WAC, gender-difference, ethnicity, African-Am, anglo, prompt, assessment, topic
Anderson, Leon; Mara Holt. (1990). Teaching writing in sociology: A social constructionist approach. Teaching Sociology 18 (April), 179-184.
Keywords: WAC, sociology-course, social, constructivist, team-teaching, constructionist, social
Anderson, S. J.. (1986). Student essay assignment preferences: A study of sex, age and creativity variables. In O'Dowd, Kathleen; Earnest I. Nolan (Eds.), Learning to write/writing to learn; Livonia, MI: Madonna College, Humanities Writing Program.
Keywords: WAC, student-opinion, topic choice, student-preference, data, factorial, gender, age-correlation, creativity
Andra-Miller, Jean. (1991). Integrating 'writing to learn' and foreign language proficiency concepts. ERIC Document Reproduction Service, ED 386 922.
Keywords: WAC, L2-requirement, L2 proficiency, testing, French literature-course, journal-writing, freewriting, pedagogy, integrated, language proficiency, proficiency
Andres, Deborah C.. (1976). An interdisciplinary course in technnical communications. Technical Communication: Journal of the Society for Technical Communication 25, 12-15.
Keywords: technical-communication, interdisciplinary, syllabus, WAC
Andrews, Deborah C.. (1979). Writing workshops for engineering and business faculty. ERIC Document Reproduction Service, ED 172 210.
Keywords: faculty-workshop, syllabus, WAC, engineering, business, grading, list, checklist
Andrews, Deborah, Moderato. (2003). What leadership, goals, and policies can ensure that students communicate well in multicultural environments and intercultural commerce? [Panel 1 Summary]. [fulltext]. Language and Learning Across the Disciplines 6.3.
A panel discussion addressing communication in multi-cultural environments. Panelists include Rebecca Burnett, Daniel Chavez, Jonathan Monroe, Neal Lane, and Carol Geary Schneider.
Keywords: WAC, WID, writing across the curriculum, leadership, multicultural, intercultural, commerce, business, intercultural
Andrews, Roy; Bruce Johnson; Mike Puiia; Pat Pemberton; Nancy Hill. (1994). A model of collaboration: One teacher's composition class and the reading/writing center. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 05, 81-95.
Keywords: WAC, collaboration, wcenter, read-write, teacher-tutor
Andrews, Roy; Katherine Donahue. (2000). Spotlight interviews on writing assignments for Into Thin Air: David Zehr, Kim Smith and Shane Cutler, and Susan Noel share their approaches. [fulltext]. Plymouth State College Journal on Writing Across the Curriculum 11, 37-46.
Keywords: WAC, sharing, assignment, tutor-opinion
Andrews, Roy; Robert Miller. (1993). Robert and Roy's excellent adventure. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 04, 109-128.
Keywords: WAC, psychology-course, faculty-workshop, response, wcenter, tutor-conferencing
Andrews, Sharon. (1997). Using content-area-of-the-day contributions to help preservice teachers make connections across the curriculum. ERIC Document Reproduction Service, ED 403 536.
Keywords: pre-service, English-ed, pedagogy, WAC, content-course
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. (1959). The basic issues in the teaching of English, being definitions and clarifications presented by members of the American Sstudies Association, College English Association, Modern Language Association, and National Council of Teachers of English. Champaign, IL: National Council of Teachers of English.
Keywords: English-profession, aim, competency, proficiency, basic, pedagogy, read-write, national standards, speech, class-size, work-load, technology, audiovisual, WAC, graduate, certification, English-ed, training, rhetoric, linguistics, lit-crit, articulation, DA-degree, contemporary
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
Anonymous. (1991). Reforming the curriculum through writing: A conversation with Elaine P. Maimon [interview]. Issues in Writing 04.1, 4-18.
Keywords: WAC, curriculum, Elaine P. Maimon
Anonymous [Beaver College faculty]. ([1982?]). Inquire: Freshman seminar in problem solving and critical thinking: Faculty manual. Glenside, PA: Beaver College.
Keywords: teacher-manual, first-year, seminar, critical-thinking, problem-solving, teacher-strategy, WAC
Anson, Chris. (2005). Teaching and learning a multimodal genre in a psychology course. In Herrington, Anne; Charles Moran (Eds.), Genre across the curriculum; Logan, UT: Utah State University Press.
Keywords: genre, WAC, pedagogy, psychology-course, multimodal
Anson, Chris M.. (1987). The classroom and the 'real world' as contexts. Journal of the Midwest MLA 20, 1-16.
Keywords: classroom, ideology, literacy, contextualism, WAC, curriculum, real-world
Anson, Chris M.. (1988). Toward a multidimensional model of writing in the academic disciplines. In Jolliffe, David A. (Ed.), Writing in academic disciplines (Advances in writing research, Vol. 2); Norwood, NJ: Ablex Publishing.
Keywords: WAC, multidimensional, model, theory, contextual, discourse-analysis, academic, nonacademic, WID, research-method, survey, faculty, review-of-scholarship, ideology, curriculum, write-to-learn, development, interpretive, research-agenda
Anson, Chris M.. (1997). In our own voices: Using recorded commentary to respond to writing. In Sorcinelli, Mary Deane; Peter Elbow (Eds.), Writing to learn:Strategies for assigning and responding to writing across the disciplines (New directions for teaching and learning, No. 69); San Francisco, CA: Jossey-Bass.
Keywords: write-to-learn, WAC, response, audiotape, transcript-analysis, guidelines, dialogic, audioresponse
Anson, Chris M.. (2002). The Jonas incident. 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, response, grading
Anson, Chris M.. (2002). Trudy does comics. 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, assignment, genre, academic, comics
Anson, Chris M.. (2013). Climate change [2013 CCCC Chair's address]. College Composition and Communication 65.2, 324-344.
Keywords: education, institution, change, online, MOOC, response, WAC, assignment
Anson, Chris M.; Michael Carter; Deanna P. Dannels; Jon Rust. (2003). Mutual support: CAC programs and institutional improvement in undergraduate education. [fulltext]. Language and Learning Across the Disciplines 6.3.
In this essay, we will first describe ways in which CAC programs can become an integral part of a broader, institution-wide mission to improve undergraduate education through a stronger focus on collaborations and partnerships with organizations and administrative units that share commonalities of mission. We will then describe and assess the results of such a partnership at North Carolina State University, where we have teamed up with those responsible for a major, institution-wide initiative involving every undergraduate program in continuous cycles of program review and assessment. By analyzing the successes and limitations of our work, we suggest some fruitful directions for programs seeking mutual support for their efforts.
Keywords: WAC, WID, writing across the curriculum, communication across the curriculum, CAC, improvement, mutuality, mutuality, undergraduate
Anson, Chris; interviewed by Carol Rutz. (2004). WAC and beyond: An interview with Chris Anson. [fulltext]. WAC Journal 15, 7-18.
Keywords: Chris Anson, scholar-story, WAC, English-profession, CAC [communication across the curriculum], communications
Anson, Christopher M. (Ed.). (2002). The WAC casebook: Scenes for faculty reflection and program development. New York: Oxford University Press.
The Oxford University Press Web site describes this book as "an invaluable resource for instructors in any discipline who want to incorporate writing effectively into their courses and curriculums." Oxford is right. This well written book, which provides 45 scenarios that represent situations faculty in WAC programs typically encounter, will serve as a useful resource for any WAC scholar -- new or experienced. 29 October 2002,from the publisher's Website: * Features fifty highly realistic scenarios that anticipate situations faculty confront in WAC programs * Narratives are readable and engaging * Focuses on problem-solving * Organized into eight chapters that address the primary concerns of faculty incorporating writing into their courses * Includes a list of web-based resources [WAC Clearinghouse]
Keywords: WAC, scenario, pedagogy
Anson, Christopher M.; Lesley K. Cafarelli; Carol Rutz; (eds.). (1998). Dilemmas in teaching: Cases for collaborative faculty reflection. Madison, WI: Mendota Press.
Keywords: scenario, pedagogy, WAC, English-profession, collaboration
Anstendig, Linda; Eugene Richie; Shannon Young; Pauline Mosley; Bette Kirschstein. (2004). Architects of change: Writing enhanced course program development and core reform. [Link]. Across the Disciplines 01.
Linda Anstendig and her colleagues report on the synergisms that developed as their university-wide Writing Enhanced Course Program was implemented in parallel with their university's new core curriculum. They evaluate their program and suggest the directions they plan to take now that it is firmly established within the core curriculum. (Published October 8, 2004) [WAC Clearinghouse]
Keywords: WAC, WID, gen-ed, general education, assessment, core-curriculum
Anthony, Mary Anne; Rancho Santiago Community College [Santa Ana, CA]. (1991). RSC classroom research consortium project: 1990-91/year-two report [Rancho Santiago College]. ERIC Document Reproduction Service, ED 341 423.
Keywords: two-year, persistence, diversity, project, computer, critical-thinking, WAC, teacher-opinion, multiculturalism, portfolio
Apostel, Shawn. (2003). 'Oh that wonderful stuff': Selected poetry by college and middle school students. [fulltext]. Language and Learning Across the Disciplines 6.2.
When students use poetry to imagine and explore academic subjects, they examine the topic in new, creative ways, resulting in interesting and lively writings that stimulate thought and class discussions. The following poems presented in this article are examples of student poetry written in a variety of classes throughout the curriculum. I am pleased to showcase student writing in this section, and I hope reading these poems will suggest possibilities and adaptations for teachers and students elsewhere.
Keywords: WAC, WID, writing across the curriculum, poetry, middle-school, school-college, poetry
Applebee, Arthur N.. (1977). Writing across the curriculum: The London projects. English Journal 66.9, 81-85.
Keywords: WAC, University of London, high-school, curriculum
Applebee, Arthur N.. (1984). Writing and reasoning. Review of Educational Research 54.4, 577-596.
Keywords: WAC, critical-thinking, literacy, reasoning, write-to-learn, review-of-scholarship
Applebee, Arthur N.; Anne Auten; Fran Lehr. (1981). Writing in the secondary school: English and the content areas (NCTE Research Report No. 21). Urbana, IL: National Council of Teachers of English.
Keywords: high-school, survey, data, curriculum, pedagogy, WAC, research-report
Arapoff-Cramer, Nancy. (1971). A survey of university writing assignments. College Composition and Communication 22.2, 161-168.
Surveys 425 responses from teaching faculty about English skills foreign students need most. Finds the term-paper assignment emphasizing expository themes most important but underscores its lack of a consistent form. [Sue Hum]
Keywords: assignment, data, frequency, WAC, survey, ESL, international, arrangement, consistency
Archer, Arlene . (2011). Dealing with multimodal assignments in writing centers. Writing Lab Newsletter 35.9-10, 10-13.
Keywords: wcenter, multimodality, multimedia, multi-media, multi-modal, mixed genre, multiliteracy, multilateral, graphics, graphic elements, visuals, picture, eye-based, optical, pictorial, graph, chart, illustration, table, drawing, imagery, image, tutor-training, tutor training, training of tutors, writing center training, consultant training, communication across the curriculum, WAC/CAC, CAC/WAC, ECAC, disciplinary writing, writing in the disciplines, WID, writing across the curriculum, cross-campus, university wide, campus wide, writing-across-the-curriculum
Arkle, Stephen. (1985). Better writers, better thinkers. 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.
Keywords: write-to-learn, write-to-think, critical-thinking, pedagogy, WAC
Aronowitz, Stanley. (2003 [2000]). Writing is not a skill [reprinted from The Knowledge Factory]. Peer Review 06.1, 35-36.
Keywords: WAC, skill, art, contextual, topic, pedagogy, college-span
Arp, Lori; Kathleen Kenny. (1990). Vital connections: Composition and bibliographic instruction theory in the lRC [instructional resource center]. In Holleman, Margaret (Ed.), The role of the learning resources center in instruction (New directions for community colleges, No. 71); San Francisco, CA: Jossey-Bass.
Keywords: wcenter, learning-center, pedagogy, history, trend, two-year, critical-thinking, WAC, bibliographic, sources, bibliographic-search, resource-center
Artemeva, Natasha; Susan Logie. (2003). Introducing engineering students to intellectual teamwork: The teaching and practice of peer feedback in the professional communication classroom. [fulltext]. Language and Learning Across the Disciplines 6.1.
In this paper we report on the preliminary stages of a longitudinal study of the role and place of peer feedback in the development of students' writing.
Keywords: WAC, WID, writing across the curriculum, engineering, peer-response, peer-evaluation, data, longitudinal, teamwork
Artino, Carmen Q.. (1997). Writing in my calculus classroom: An evolution. ERIC Document Reproduction Service, ED 461 508.
Keywords: mathematics-course, write-to-learn, pedagogy, journal-writing, exercise, WAC
Ash, Sarah L.; Patti H. Clayton. (2004). Service-learning: Integrating inquiry and engagement. In Lee, Virginia S. (Ed.), Teaching and learning through inquiry: A guidebook for institutions and instructors; Sterling, VA: Stylus.
Keywords: inquiry-based, service-learning, pedagogy, student-engagement, WAC
Ashworth, Thomas Edward. (1992). Using writing-to-learn strategies in community college associate degree nursing programs [doctoral thesis]. Blacksburg, VA: Virginia Polytechnic Institute and State University.
Keywords: nursing, write-to-learn, two-year, WAC, critical-thinking, improvement, data
Auslander, Bonnie. (1990). Student writers sometimes perish before they publish. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 02, 122-127.
Keywords: WAC, collaboration, magazine, student publishing, process, computer
Auslander, Bonnie; Lucie Lepine. (1989). 'What does the professor want and why': A view from the reading/writing center on WAC teachers' assignments. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 01, 82-87.
Keywords: WAC, wcenter, teacher-tutor, read-write, assignment
Azzolino, Agnes. (1988). In-class writing assignments in the content areas. ERIC Document Reproduction Service, ED 297 350.
Keywords: in-class, assignment, WAC, content-course
Baake, Ken. (1998). How do economists respond to the storytellers? A look at 'the rhetoric of economics'. ERIC Document Reproduction Service, ED 424 592.
Keywords: rhet-crit, academic, economics, Deirdre McCloskey, WAC, pedagogy, teacher-cooperation
Babin, Jane E.. (1993). Collaborative writing assignments. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 04, 37-46.
Keywords: WAC, collaboration, assignment
Babin, Jane E.; Daniel P. Moore. (1995). An investigation of gender through writing. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 06, 45-54.
Keywords: WAC, gender, topic, assignment, role-playing, memorandum-writing, case-method, pedagogy
Bachman, Lois J.. (1975). Let them write. Business Communication Quarterly 38.2, 14-17.
Keywords: bizcom, pedagogy, WAC
Bahls, Patrick. (2009). Math and metaphor: Using poetry to teach college mathematics. [fulltext]. WAC Journal 20, 75-90.
Argues for interdisciplinary dialogue, particularly between poetry and mathematics, and describes the efficacy of integrating poetry exercises in a college mathematics class. Explores how poetry enhances students' discipline-specific comprehension and self-esteem in math. Posits that the study of mathematical nomenclature necessitates an aesthetic, linguistic practice: poetry. Examines what affects math performance; chronicles math students' discipline-specific writing developments; underscores the importance of poetry as an epistemological tool that yields a clearer conception of mathematical applications; and concludes that the inclusion of poetry is not incongruous to mathematics. [Blaise Bennardo]
Keywords: WAC, mathematics-course, poetry, creativity, pedagogy, poetry-writing, calculus, student-confidence, survey, student-opinion, metaphoric, disciplinary, epistemological, poetry
Bahls, Patrick. (2012). Student writing in the quantitative disciplines: A guide for college faculty. San Francisco, CA: Jossey-Bass.
Keywords: WAC, WID, write-to-learn, hard science, quantitative, mathematics-course, guidelines, evaluation, response, student-writing
Bahls, Patrick. (2012). Student writing in the quantitative disciplines: A guide for college faculty. San Francisco, CA: Jossey-Bass.
Keywords: WAC, WID, guidelines, pedagogy, assignment, quantitative, disciplinary, process, activity, student-writing
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
Baker, Edith Miriam. (1993). Voices in contexts: Study of writing and thinking across the curriculum in a two-year college [doctoral thesis]. Tuscon, AZ: University of Arizona.
Keywords: WAC, two-year, critical-thinking, contextual, voice
Baker, Liva. (1978). Pulling it all together in senior seminar. Change 10.1, 20-27.
Keywords: curriculum, senior seminar, undergraduate, WAC, anthropology
Balajthy, Ernest. (1989). Computers in curricula program for networked college level writing process instruction: A first year report. ERIC Document Reproduction Service, ED 309 455.
Keywords: computer, ESL, mathematics-course, basic, WAC, tutorial, email, in-service, faculty-workshop, Curricula Network Project [New Jersey], two-year, process
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
Ballou, Norm. (1980). To the editor. http://comppile.org/archives/fforum/fforum2(1).htm [fulltext]. fforum: A Newsletter of the English Composition Board, University of Michigan 02.1, 41, 45.
Keywords: WAC, Waterford Mott High School, faculty-workshop, curriculum, change, process, high-school
Bamberg, Betty. (2000). WAC in the 90's: Changing contexts and challenges. [fulltext]. Language and Learning Across the Disciplines 4.2.
Bamberg discusses the theoretical dichotomy created by writing-to-learn and writing in the disciplines philosophies. She argues that viewing these philosophies as dichotomous oversimplifies a complex relationship.
Keywords: history, WAC, WID, writing across the curriculum, writing to learn
Bannister, Linda, and Richard Kearns.. (1985). Reading, writing, thinking and creating across the curriculum. ED 263 521.
Keywords: read-write, WAC, invention, critical-thinking, creativity
Bard, Imre. (1986). Sequencing the writing of essays in pre-modern world history courses. History Teacher 19.3, 361-371.
Keywords: history-course, assignment, sequence, difficulty, syllabus, WAC, contemporary
Barker, Thomas T.. (1988). Reinforcing the scheme of things: Using word processors in writing across the curriculum. 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: assignment, techcom, vocational, WAC, word-processing, reinforcement
Barloon, Marvin J.. (1953). How to teach students to write clearly in courses other than English. American Association of University Professors Bulletin 39 (Autumn), 286-292.
Keywords: WAC, clarity, pedagogy, analytical, evaluation, teacher-student
Barnes, Douglas. (1976). From communication to curriculum. Harmondsworth, England: Penguin.
Keywords: school, communication, curriculum, WAC
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
Baron, Dennis. (2002). Forget everything you learned about writing. 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, faculty-workshop, standards, school-college
Barrass, Robert. (1982). Students must write: A guide to better writing in course work and examinations. London; New York: Methuen.
Keywords: WAC, school, curriculum, testing, guidelines
Barrett, Dan. (2012). An old-school notion: Writing required. full text. Chronicle of Higher Education.
Keywords: survey, WAC, write-to-learn, Partnership for the Study of Writing in College, NSSE, pedagogy
Barrett, Edward. (1993). Collaboration in the electronic classroom. Technology Review 96.2, 50-55.
Keywords: education-course, computer-classroom, MIT, networked, Networked Educational Online System, science-writing, engineering-course, WAC, collaboration
Barron, Jennifer J.. (1995). An across the curriculum alternative: The public service announcement. Exercise Exchange 40.2, 5-8.
Keywords: pedagogy, WAC, public-service, announcement-writing
Barrow, D. A.. (1992). The use of portfolios to assess student learning: A Florida college's experiment in a general chemistry class. Journal of College Science Teaching 22.3, 148-153.
Keywords: WAC, chemistry-course, portfolio, evaluation, gain, data
Barua, Dibakar. (1986). From self to world: An exploratory approach to writing across the curriculum. ERIC Document Reproduction Service, ED 286 208.
Keywords: science-course, WAC, assignment, sequence, pedagogy, write-to-learn, self-evaluation, idea-elaboration
Bass, Randy; Bret Eynon. (1998). Teaching culture, learning culture, and new media: An introduction and framework. Works and Days 16.1-2, 11-96.
Keywords: technology, history-course, American-culture, pedagogy, cultural-studies, discourse, internet, media, dialogue, collaboration, WAC, framework
Bassett, Maggie. (1983). Writing formal papers. In Writing Across the Curriculum Program (Ed.), Working papers on writing and learning; Radford, VA: Radford University.
Keywords: WAC, term-paper, assignment, pedagogy
Batchelder, Susan (Ed.). (1992). Diversity and writing: Dialogue with a modern university: Proceedings, first annual conference, April 1990 / Center for Interdisciplinary Studies of Writing (Monograph series No. 2). Minneapolis, MN: University of Minnesota [ERIC Document Reproduction Service, ED 377 482].
Keywords: diversity, WAC, contemporary
Baton, Judy; Judy Williamson. (2000). The Epiphany Project. http://www.has.vcu.edu/epiphany/.
Form the website: “(1994-96) The Epiphany Project was a two-year national grant project funded by an Annenberg/CPB grant. The grant supported the project as it provided strategies and support to assist mainstream writing faculty with integrating technology into their classroom. Epiphany provided materials and workshops for over 40 institutions across the United States.” The Field Guide to 21st Century Writing offers articles on a variety of topics related to using computers in writing and teaching the use of technology in writing, including instructions in the use of MOOs, creating websites, and rhetorical considerations related to writing and teaching with technology. [WAC Clearinghouse]
Keywords: technology, pedagogy, WAC, MOO, website, rhetorical
Batorsky, Barry; Laura Renick-Butera. (2004). Using role-plays to teach technical communication. In Bridgeford, Tracy; Karla Saari Kitalong; Dickie Selfe (Eds.), Innovative to teaching technical communication; Logan, UT: Utah State University Press.
Keywords: techcom, pedagogy, innovation, role-playing, Augusto Boal, Forum Theater, curriculum, case-study, WAC, classroom, dynamic
Battista, Joseph Rocco. (1981). The effects of a triad method of teaching on the attitudes of twelfth graders toward a business English course [doctoral thesis]. University Park, PA: Pennsylvania State University.
Keywords: WAC, high-school, triad, pedagogy, data, G12, bizcom
Baxter, Douglas Clark. (1984). History 301J, 'Research & writing'. ERIC Document Reproduction Service, ED 248 523.
Keywords: history-course, syllabus, WAC
Bayer, John. (1992). Group process and primary source materials: Collaborative analysis. 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.
Keywords: WAC, group, sources, primary-sources, materials, collaboration, two-year, bibliographic-search, materials
Bazerman, Charles. (1988). Shaping written knowledge: The genre and activity of the experimental article in science. Madison, WI: University of Wisconsin Press.
Traces the history and character of the experimental article in science, calling attention to the social and rhetorical forces that shaped its development. The book provides a broadly interdisciplinary exploration of an important genre and offers insights that extend far beyond its immediate focus of study. This book is available online as part of the Academic Writing series, Landmark Publications in Writing Studies. [WAC Clearinghouse]
Keywords: science-writing, genre, history, science, research-report, activity-theory, constructivist, knowledge-making, term-paper, experimental, WAC, academic, interdisciplinary
Bazerman, Charles. (1992). From cultural criticism to disciplinary participation: Living with powerful words. In Herrington, Anne; Charles Moran (Eds.), Writing, teaching and learning in the disciplines; New York, NY: Modern Language Associates.
Keywords: WAC, disciplinary, social, academic, cultural, critique, discipline-participation, powerful, empowerment, pedagogy, discipline, change, constructivist, student-choice, participation
Bazerman, Charles. (1995). Response: Curricular responsibilities and professional definition. In Petraglia, Joseph (Ed.), Reconceiving writing, rethinking writing instruction; Mahwah, NJ: Lawrence Erlbaum.
Bazerman’s grants that engagement and situatedness are central to good writing and effective writing pedagogy. He also grants that, as other contributions to Petraglia's book point out, such qualities are often missing in required first-year courses, but does not accept that first-year courses must exhibit these lacks, arguing that the 'best way to learn the power of writing is to write and become engaged in a compelling discourse' (257). Since it is impossible to know which discourses will best serve students in years to come, Bazerman suggests that students in their first years be engaged with a variety of discourses and that that work be connected to upper-division instruction in the major. Acknowledging that transferability is difficult to achieve, he advocates that students be taught to recognize and compare situations as well as to adapt previously-learned procedures. [A. Patricia Burnes, Supporting Undergraduate Writers Beyond the First Year, WPA-CompPile Research Bibliographies, No. 6]
Keywords: curriculum, advanced, FYC, English-profession, abolition, interest, WID, WAC, skill-transfer, situational
Bazerman, Charles. (2007). WAC for cyborgs: Discursive thought in information rich environments. In Takayoshi, Pamela; Patricia Sullivan (Eds.), Labor, writing technologies, and the shaping of composition in the academy; Cresskill, NJ: Hampton Press.
Keywords: work, work-conditions, labor, technology, pedagogy, computer literacy, digital, WAC, cyborg
Beall, Herbert. (1991). In-class writing in general chemistry. Chemical Education 68, 148-149.
Keywords: WAC, chemistry-course, lecture, class-size, in-class
Beall, Herbert. (1998). Expanding the scope of writing in chemical education. Journal of Science Education and Technology 07.3, 259-270.
Keywords: expressive, chemistry-course, WAC, impromptu, pedagogy
Beall, Herbert; John Trimbur. (1993). Writing in chemistry: Keys to student underlife. College Teaching 41.2, 50-54.
Keywords: WAC, chemistry-course, in-class, impromptu, large-class, lecture, teacher-knowledge, student-resistance, teacher-resistance
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.
Keywords: WAC, social-studies-course, write-to-learn, pedagogy
Bean, John C.. (2006). Montana, Mina Shaughnessy, and microthemes: Reflections on WAC as a community. 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, Montana State University, basic, Shaughnessy, microtheme
Bean, John C.; Dean Drenk; F.D. Lee. (1982). Microtheme strategies for developing cognitive skills. In Griffin, C. Williams (Ed.); Teaching writing in all disciplines (New Directions for Teaching and Learning No. 12); San Francisco, CA: Jossey-Bass Inc., Publishers.
Keywords: WAC, cognitive, skill, microtheme, critical-thinking
Bean, John Charles. (1992). The role of writing-across-the-curriculum in general education: A guide for administrators and curriculum planners. Perspectives: Journal of the Association of General and Liberal Studies 22 (Fall), 138-159.
Keywords: WAC, gen-ed, curriculum-design, administration, change
Bean, John; interviewed by Carol Rutz. (2003). Up close and personal with a WAC pioneer: John Bean. [fulltext]. WAC Journal 14, 7-18.
Keywords: John Bean, WAC, history, assessment, pedagogy, Engaging Ideas, international, pioneer
Beard, Timothy Lamar. (1998). The relationship of writing self-efficacy and retention variables to the academic progress of African-American students with learning disabilities in higher education [doctoral thesis]. Tallahassee, FL: Florida State University.
Keywords: African-Am, learning-disability, self-efficacy, retention, academic-success, persistence
Beason, Larry. (1993). Feedback and revision in writing across the curriculum classes. Research in the Teaching of English 27.4, 395-422.
Keywords: response, drafting, commenting, revising, coding, measurement, research-method, feedback, WAC, criteria, text-analysis, business-law-course, journalism, dental hygiene, psychology-course, praise, data, frequency, arrangement, focusing, MX, diction, error
Beaty, D.; C. R. Schoenewolf. (1973). A marriage of English and music. Music Educator's Journal 59.7, 64-65.
Keywords: WAC, music-course, interdisciplinary, FYC
Beauchamp, Fay. (2001). Brambles and jade: Metaphor, narrative, and the community college student. . ADE Bulletin, No. 127, 44-47.
Keywords: two-year, discipline-metaphor, bramble, jade, metaphoric, narrative, learning-theory, WAC, course-design, collaborative, teacher-student
Beaufort, Anne. (2005). Writing history: Informed or not by genre theory. In Herrington, Anne; Charles Moran (Eds.), Genre across the curriculum; Logan, UT: Utah State University Press.
Keywords: genre, WAC, pedagogy, historiography, genre-theory, history-course
Beaver, John F.; Nancy Deal. (1990). Writing across the entire curriculum: A status report on faculty attitudes. ERIC Document Reproduction Service, ED 327 871.
Keywords: WAC, Elizabethtown College, faculty-opinion, questionnaire, needs-analysis, SUNY Fredonia, faculty-workshop, data, skill-level
Bechtel, Judith (Ed.). (1985). Improving writing and learning: A handbook for teachers in every class. Boston: Allyn & Bacon.
Keywords: WAC, pedagogy, expressive, assessment, note-taking, questioning, learning-log, term-paper, essay-exam, handbook
Becker, Stephen F.. (1995). Teaching writing to teach physics [guest editorial]. American Journal of Physics 63.7, 587.
Keywords: write-to-learn, physics-course, syllabus, WAC, decentralized, guest-editorial
Beckman, Mary. (1990). Writing across the curriculum pedagogy and workplace values. Issues in Writing 03.1, 80-97.
Keywords: WAC, workplace, value, pedagogy
Beers, Susan E.. (1985). Use of a portfolio writing assignment in a course on developmental psychology. Teaching of Psychology 12.2, 94-96.
Keywords: WAC, psychology-course, topic choice, interviewing, readings, student-response, data, student-opinion, portfolio, write-to-learn
Behrens, Laurence. (1978). Writing, reading, and the rest of the faculty: A survey. English Journal 67.6, 54-60.
Keywords: survey, faculty-opinion, American University, student literacy, curriculum, WAC, assignment, data
Behrens, Laurence. (1980). Meditations, reminiscences, polemics: Composition readers and the service course. College English 41.5, 561-570.
Keywords: FYC, anthology, assignment, polemic, reminiscence, WAC, service-course, essay, pragmatics, meditation, information
Beins, Bernard C.. (1991). Writing in statistics classes encourages students to learn interpretation. ERIC Document Reproduction Service, ED 340 039.
Keywords: statistics-course, write-to-learn, WAC, interpretive, contrast-group, pedagogy, press-release, jargon, data
Bell, James; Howard Community College [Columbia, MD]. (1988). Written assignments for abnormal psychology at Howard Community College, fall 1988. ERIC Document Reproduction Service, ED 295 705.
Keywords: Howard Community College [Maryland], psychology-course, assignment, WAC, sequence, pedagogy
Ben-Jacob, Marion. (1999). Strengthening the basic skills of a college student. Educational Research Quarterly 23.1, 54-58.
Keywords: basic, gen-ed, WAC, disciplinary, improvement, basic-skill
Benderson, A .. (1989). The student writer: An endangered species (Focus, No. 23). Princeton, NJ: Educational Testing Service.
Keywords: decline, process, portfolio, WAC, whole-language, student-centered
Benjamin, Amy. (1999). Writing in the content areas. Larchmont, NY: Eye On Education.
Keywords: WAC, school, content-course, pedagogy
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, J.. (1984). Writing to learn in philosophy. Teaching Philosophy 7, 217-222.
Keywords: WAC, philosophy-course, pedagogy, revising, audience, write-talk, philosophy
Berger, Jeffrey. (1991). Exploratory discourse and academic writing: A study of the teaching of advanced composition in a writing-across-the-curriculum program [doctoral thesis]. Philadelphia, PA: University of Pennsylvania.
Keywords: WAC, academic, exploratory, advanced, pedagogy
Bergman, Charles A.. (1982). An inclusive literacy: U. S. schools are teaching and writing in all the subject disciplines. American Association of Higher Education Bulletin 35 (December), 3-5.
Keywords: WAC, school, pedagogy, inclusion
Bergman, Charles A.. (1984). Writing across the curriculum: Students as scholars, scholars as students. JAC: Journal of Advanced Composition 05.1-2, 79-86.
Keywords: WAC, pedagogy, scholarship, academic, convention
Bergmann, Linda S.. (1996). Academic discourse and academic service: Composition vs. WAC in the university. College English Association Critic 58.3, 50-59.
Keywords: academic, service, service-course, discourse, conventions, enculturation, WAC, plagiarism, boilerplate, disciplinary, textbook, text-analysis, academic-discourse
Bergmann, Linda S.. (2000). WAC meets the ethos of engineering: Process, collaboration, and disciplinary practices. [fulltext]. Language and Learning Across the Disciplines 4.1.
This paper considers some ways in which WAC theory can conflict with disciplinary practices in applied or technological fields like engineering, so that even though there is a significant demand in engineering education for improving students' communication skills, in many local institutional situations WAC theory and practices may have little actual effect on the kind of writing projects that are set up or on the ways in which students actually learn to write.
Keywords: WAC, WID, writing across the curriculum, engineering, process, collabortion, pedagogy, pedagogy, ethos
Bergmann, Linda S. . (2005). Assigning writing in a literature survey course: Applying WAC to English. In Golub, Jeffrey N. (Ed.), More ways to handle the papere load: On paper and online; Urbana, IL: National Council of Teachers of English.
Keywords: paper-load, pedagogy, writing-about-lit, WAC, assignment
Bering, C. Larry. (1991). Writing exercises and the biochemical literature in the first undergraduate biochemistry course. Biochemical Education 19.1, 17-18.
Keywords: report-writing, science-course, WAC, biochemistry, assignment, undergraduate
Berkenkotter, Carol. (1982). Writing and problem solving. 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: pre-writing, problem-solving, pedagogy, WAC, heuristic, planning, model, audience-awareness, concept-mapping
Bernhardt, Stephen A.. (1985). Writing across the curriculum at one university: A survey of faculty members and students. ADE Bulletin, no. 82, 55-59.
Keywords: WAC, survey, data, frequency, class-size, faculty attitude, assignment, testing, assignment, genre
Bernstein, Mashey. (1996). Expanding the horizon: Writing for the visual arts. ERIC Document Reproduction Service, ED 402 587.
Keywords: WAC, University of California, Santa Barbara, advanced, visual arts, art-course, review-writing, brochure-writing, course catalog, catalog-writing, resume-writing, real-world, technical-communication, pedagogy
Berquist, Goodwin; V.Tiefel; B. Waggenspack. (1986). Coping with the critical essay in a large lecture course. Communication Education 35.4, 396-399.
Keywords: WAC, assignment, library, critical-bibliography, critical-essay, sequence, large-class, lecture, team-teaching, coping
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; Delryn R. Fleming. (1991). The WAC workshop. 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, faculty, workshop
Bertch, Julie; Maricopa County Community College District [Phoenix, AZ]. (1987). The Maricopa Writing Project, summer 1987: Project report. ERIC Document Reproduction Service, ED 286 565.
Keywords: Maricopa Community College [Arizona], two-year, WAC, grant, summer, faculty-workshop, syllabus
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
Beyer, Catharine Hoffman; Gerald M. Gillmore; Andrew T. Fisher. (2007). Inside the undergraduate experience: The University of Washington's study of undergraduate learning. San Francisco, CA: Jossey-Bass.
The University of Washington's Study of Undergraduate Learning (UW SOUL) tracked 304 entering freshmen and transfer students as they moved through their college experience from fall 1999 to spring 2003. Unparalleled in its scope, this longitudinal study focused on six areas of learning: writing, critical thinking/problem solving, quantitative reasoning, information literacy, understanding and appreciating diversity, and personal growth. This book provides faculty, staff, and administrators at two- and four-year institutions with a model of assessment that both captures the complexity of the undergraduate experience and offers practical information about how to improve teaching and learning. Data from surveys, open-ended email questions, interviews, focus groups, and portfolios make it possible for the authors to create case studies of individual learning paths over time, as well as to report the group s aggregate experience. Honoring the authenticity of student voices, this book illuminates the central roles played by the academic disciplines and by faculty in undergraduate learning, offering powerful evidence for the argument that assessment of student learning is most complete and most useful when conducted at the department level. [publisher's blurb]
Keywords: longitudinal, data, University of Washington, undergraduate, critical-thinking, problem-solving, quantitative reasoning, diversity, information literacy, personal growth, development, survey, focus group, case-study, portfolio, self-report, self-evaluation, argumentation, WAC, research-based, undergraduate
Beyer, Catharine; Joan Graham. (1990). Freshman/soph0more writing study: Progress and preliminary results report, Fall 1990. Seattle, WA: University of Washington, Interdisciplinary Writing Program.
Keywords: data, development, school-college, preparation, argumentation, complexity, assignment, interdisciplinary, topic, writing-about-lit, term-paper, WAC, requirement, survey
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
Birch, Gary; Enju Norris; Himiko Negishi; Griffith University [Nathan, Australia]. (1995). The effect of explicit teaching of learning strategies on students' reading and writing in a Japanese partial immersion program, immersion. ERIC Document Reproduction Service, ED 398 727.
Keywords: WAC, L1-L2, English-Japanese, write-to-learn, think-aloud, protocol-analysis, interview, data, explicit teaching, immersion, learner-strategy
Bird, Barabara; Doug Downs; Elizabeth Wardle. (2008). Downs and Wardle redux (June 2007 CCC). College Composition and Communication 60.1, 165-181.
Keywords: Composition, curriculum, disciplinarity, FYC, genre, -major, rhetoric, skill-transfer, WAC, WID, writing-major
Bizzell, Pat; Bruce Herzberg. (1985). Writing-across-the-curriculum textbooks: A bibliographic essay. Rhetoric Review 03.2, 202-217.
Keywords: WAC, textbook, bibliography, annotated, genre, audience, aim, disciplinary
Bizzell, Patricia; Royce Singleton, Jr.. (1988). What can we do about essay exams?. Teaching Sociology 16.2, 177-179.
Keywords: sociology-course, WAC, essay-exam, pedagogy, evaluation, criteria, style-content
Black, Nancy Rodriguez. (1994). Creative writing in historical geology as an alternative to the standard geologic report. Journal of Geological Education 42.2, 129-133.
Keywords: geology-course, assignment, WAC, creative, art, fiction-writing, short story, poetry
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
Blakeslee, Ann; John R. Hayes; Richard Young. (1994). Evaluating training workshops in a writing across the curriculum program: Method and analysis. http://wac.colostate.edu/atd/archives.cfm [full-text]. Language and Learning Across the Disciplines 01.2, 5-34.
This article discusses the results of WAC training workshops among faculty members wishing to integrate writing in their courses at Robert Morris College. [WAC Clearinghouse]
Keywords: WAC, faculty, retraining, workshop
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
Blanchard, Susan; Marilee Bresciani; Michael Carter; Virginia S. Lee; Gerry Luginbuhl. (2004). Inquiry-guided learning and the undergraduate curriculum: General education and the major. In Lee, Virginia S. (Ed.), Teaching and learning through inquiry: A guidebook for institutions and instructors; Sterling, VA: Stylus.
Keywords: inquiry-based, pedagogy, undergraduate, gen-ed, WAC, academic major, undergraduate
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
Blevins-Knabe, Belinda. (1987). Writing to learn while learning to write. Teaching of Psychology 14.4, 239-241.
Keywords: write-to-learn, psychology-course, content-course, WAC, learning-theory, active-learning, learning-process, assignment
Bloom, Lynn Z.. (1984). Diving into the mainstream: Configurations of advanced composition. ERIC Document Reproduction Service, ED 243 114.
Keywords: advanced, curriculum, WAC, sequence, syllabus
Bloom, Lynn Z.. (1997). Why I (used to) hate to give grades. College Composition and Communication 48.3, 360-371.
Keywords: assessment, cultural, bias, grader-bias, commenting, revising, grading, power, response, self-evaluations, WAC, cartoon
Bloom, Lynn Z.; Donald A. Daiker; Edward M. White (Eds.). (2003). Composition studies in the new millennium: Rereading the past, rewriting the future. Carbondale: Southern Illinois University Press.
Keywords: history, pedagogy, pedagogy, English-profession, FYC, wcenter, WAC
Blumner, Jacob; Francis Fritz; Sarah Wice. (2007). Bringing students into the loop: A faculty feedback program. [Link]. Across the Disciplines 04.
Jacob Blumner, Francis Fritz, and Sarah Wice report on a model for student and faculty collaboration in WAC that brings together the student-centered emphasis in writing center work and the faculty-centered emphasis in WAC by engaging writing tutors as collaborative partners with faculty. They find that 'greater involvement in assignment design is a useful avenue to break from the transmission model of education and to involve students as stakeholders for curricular change.' (Published June 21, 2007) [WAC Clearinghouse]
Keywords: WAC, tutor, collaboration, wcenter
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]
Boe, John; Eric Schroeder; David Bartholomae. (1998). 'Stop being so coherent': An interview with David Bartholomae [interview]. Writing on the Edge 10.1, 9-28.
Keywords: scholar-story, commenting, value, William Coles, WAC, assignment, writing-about-lit, disciplinarity, academic, hegemony, counter-hegemony, critique, Peter Elbow, 'sentimental realism', sentimentality, argumentation, objective, FYC, difficulty
Boice, Robert. (1982). Teaching of writing in psychology: A review of sources. Teaching of Psychology 09.3, 143-147.
Keywords: psychology-course, WAC, psychology, review-of-scholarship, bibliography, pedagogy, resourcess, textbook
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
Borchardt, Donald A.. (1987). Knowledge versus knowing: The facts and the process of teaching thinking skills. ERIC Document Reproduction Service, ED 297 348.
Keywords: critical-thinking, domain-specific, contextual, problem-solving, process, peer-evaluation, evaluation-sheet, communications-course, broadcasting, WAC
Borthick, A. Faye; Ronald L. Clark. (1986). The role of productive thinking in affecting student learning with microcomputers in accounting education. Accounting Review 61.1, 143-157.
Keywords: WAC, accounting-course, computer, critical-thinking, improvement, productive
Bosley, Deborah S.; JoEllen Jacobs. (1992). Collaborative writing: A philosopher's guide. Teaching Philosophy 15.1, 17-32.
Keywords: WAC, philosophy-course, collaborative, syllabus, improvement, critical-thinking, group-size (3), student responsibility, grading, peer-grading, audiotape, philosophy
Bostian, Lloyd R.. (1983). Even in classes of 100 to 150, personalization is possible. Journalism Educator 38.2, 8-10.
Keywords: journalism-course, agriculture-course, large-class, class-size, WAC, exercise, review question, tutorial, presentation, individualization
Braddock, Richard Reed. (1965). A conference for an advanced standing program in composition (Cooperative research project, No. F-051). Iowa City, IA: University of Iowa [ERIC Document Reproduction Service, ED 001 246].
Keywords: placement, advance-placement, advance-credit, multiple measures, Advance Placement, school-college, faculty-workshop, summer institute, WAC, exemption, Project English, research-project
Bradford, Linda Burrell Henderson. (1991). Writing across the curriculum: A study of faculty practices at a Southern university [doctoral thesis]. Tuscaloosa, AL: University of Alabama.
Keywords: WAC, pedagogy, faculty, USA, South, process, volume-of-writing
Braine, George. (1989). Writing in the natural sciences and engineering: Implications for ESL composition courses. ERIC Document Reproduction Service, ED 304 881.
Keywords: science-course, engineering-course, WAC, ESL, LEP, University of Texas, text-analysis, taxonomy, genre, laboratory-report, textbook, summary-writing, paraphrase, natural-science, implication
Braine, George. (1990). Writing across the curriculum: A case study of faculty practices at a research university. ERIC Document Reproduction Service, ED 324 680.
Keywords: WAC, survey, data, process, University of Texas at Austin, assignment, revising, sequence, journal-writing, peer-evaluation, volume-of-writing
Brammer, Charlotte; Nicole Amare; Kim Sydow Campbell. (2008). Culture shock: Teaching writing within interdisciplinary contact zones. [fulltext]. Across the Disciplines 05.
Keywords: WAC, interview, faculty-opinion, teaching fellow, disciplinary, contextual, value, cross-disciplinary, quality, culture shock
Brand, Alice G.. (1998). Writing in the majors: A guide for disciplinary faculty. ERIC Document Reproduction Service, ED 421 723.
Keywords: WAC, WID, disciplinary, guidelines, pre-writing, invention, drafting, revising, editing, inquiry, researching, academic, genre, term-paper, assignment-design, assignment, sequence, response, collaboration, conferencing, computer
Brauer, Gerd. (2002). Drawing connections across education: The Freiburg Writing Center model. [fulltext]. Language and Learning Across the Disciplines 5.3.
Considering the increasingly rapid turnover of knowledge and the growing need for multi-functional writing skills for successful knowledge management, including reflective practice and lifelong self-directed learning, the attitude that writing is more of an innate than learned skill has started to change, albeit too slowly. In this article, I will analyze the preconditions for a faster change regarding the redefinition of writing in higher education, on the level of the individual learner and instructor as well as within the frameworks of curriculum and institution. Based on this analysis, I will suggest a model for how to adapt the basic ideas of U.S. writing across the curriculum (WAC) in Germany.
Keywords: WAC, WID, writing across the curriculum, global, international, wcenter, Freiburg, Germany
Braytenbah, Bruce. (1977). A student looks at a technical writing course. Improving College and University Teaching 25.3, 190-191.
Keywords: civil-engineering, WAC, engineering-course, New Jersey Institute of Technology, assignment, techcom, syllabus, improvement
Brenner, Gerry. (1988). Does your curriculum need editing?. College Composition and Communication 39.2, 220-224.
Keywords: curriculum, change, WAC, editing
Brent, Doug. (2005). Reinventing WAC (again): The first-year seminar and academic literacy. College Composition and Communication 57.2, 253-276.
Keywords: curriculum, WAC, first-year seminar, reconceptualization, data, curriculum, FYC, University of Calgary, reinvention
Brent, Rebecca; Richard M. Felder. (1992). Writing assignments--pathways to connections, clarity, creativity. College Teaching 41.2, 43-47.
Keywords: WAC, student-attitude, assignment, prior knowledge, topic-relevance, critical-thinking, creativity, clarity
Brewster, Marty. (1988). Ten ways to revise tired learning logs. English Journal 77, 57.
Keywords: WAC, learning-log, school, pedagogy, write-to-learn
Bridgeman, Brent; Sybil B. Carlson. (1984). Survey of academic writing tasks. Written Communication 01.2, 247-280.
Keywords: survey, WAC, data, frequency, assignment, task, praxis, academic, group
Bridgeman, Brent; Sybil Carlson. (1983). Survey of academic writing tasks required of graduate and undergraduate foreign students [ERIC Document Reproduction Service, ED 241 543]. Princeton, NJ: Educational Testing Service.
Keywords: survey, WAC, task, assignment, ESL, undergraduate, graduate, data, taxonomy, requirement, undergraduate
Bridwell-Bowles, Lillian; Karen E. Powell; Tiffany Walter. (2009). Not just words any more: Multimodal communication across the curriculum. [fulltext]. Across the Disciplines 06.
Keywords: WAC, WID, CXC, multimodal, faculty-workshop, visual, Louisiana State University, technology, change
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
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
Brien, Michael J.. (1995). Teaching the elephants to tango. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 06, 81-90.
Keywords: WAC, adult-ed, Aid to Families with Dependent Children, syllabus, sample
Briggs, James; Jame Kraft; Greg Venne. (1981). Survey: Writing In the content area. ERIC Document Reproduction Service, ED 207 062.
As a follow-up to the Central Wisconsin Writing Project, a writing survey was prepared to (1) introduce the concept of writing across the curriculum to high school faculty in the district, (2) determine the district's need for inservice in writing across the curriculum, (3) establish the validity of the data, (4) collect information about writing expectations in high school courses other than English, and (5) use the information as a basis for creating strategies and inservice specially designed to meet the needs of non-English teachers. The survey was administered during October 1980 to departments of social studies, science, business education, driver education, physical education, home economics, industrial arts, and agriculture. The results indicated that 62% of the teachers did not connect the learning of course concepts to the ability to explain them in writing. Seventy-six percent felt that all written work should be read and evaluated by the teacher, but while 50% indicated that writing ability had some effect on grade, no more than 10% said it had a major role in grading. Over 50% said that little or no teaching time was spent on activities to improve writing, and most teachers had their students taking notes on a daily basis. No other type of written assignment received much attention other than short answers on worksheets. [ERIC]
Keywords: high-school, WAC, survey, Central Wisconsin Writing Project, needs-analysis, data, grading, assignment, note-taking, worksheet
Brillhart, L. V.; M. B. Debs. (1981). Teaching writing--a scientist's responsibility. Journal of College Science Teaching 10.5, 303-304.
Keywords: WAC, science-course, laboratory-report, editing, response, pedagogy, scientist
Broadhead, Glenn J.. (1997). Using computers in technical communication courses. ACE Journal: The Journal of the NCTE Assembly on Computers in English 01.1, 53-64.
Keywords: techcom, WAC, computer, pedagogy
Bronson, Barbara. (1985). An impartial observer's view of write-to-learn classes. 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.
Keywords: write-to-learn, data, classroom-observation, ethnographic, WAC, pedagogy
Brostoff, Anita. (1979). Good assignments lead to good writing. Social Education 43, 184-186.
Keywords: assignment, WAC, quality
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, Betsy E.. (1982). Current trends in teaching written composition. Communication Quarterly 30.4, 296-303.
Keywords: pedagogy, history, process, rhetorical, invention, style, arrangement, WAC, problem-solving, pedagogy, resourcess, trend
Brown, C. A.. (1943). Relating writing to the engineering curriculum. Journal of Engineering Education 33 (May), 687-690.
Keywords: engineering-course, engineering curriculum, WAC, technical-communication, objective
Brown, Jane Lightcap. (1984). Helping students help themselves: Peer evaluation of writing. Curriculum Review 23.1, 47-50.
Keywords: peer-evaluation, pedagogy, strategy, WAC
Brown, Roland A.. (1984). Technical writing: The engineering educators' responsibility. CEA Forum 10.2, 1-7.
Keywords: WAC, engineering, teacher responsibility
Bruffee, Kenneth. (1978). A new intellectual frontier. Chronicle of Higher Education (February 27), 40.
Keywords: abolition, access, open-admissions, WAC, basic-skills, Brooklyn College, frontier
Bryant, Paul T.. (1980). Nature writing: Giving student writing a usable tradition. ERIC Document Reproduction Service, ED 189 647.
Keywords: syllabus, advanced, nature-writing, WAC, two-semester sequence, model-essay, mode, assignment, peer-evaluation, student-writing, tradition
Buehler, Lorraine; Jeffrey Conn. (1987). A description of the writing lab and the ISWAC program. In Chew, Charles (Ed.), Reflections by teachers who write; Liverpool, NY: New York State English Council.
Keywords: teacher-story, in-service, WAC, school, ISWAC [Improve Student Writing Across the Curriculum], wcenter
Bullard, Catharine. (1964). Academic boondoggle. College English 25.5, 373-375.
Keywords: abolition, FYC, wcenter, WAC
Bullock, Richard; Richard Millman. (1992). Mathematicians' concepts of audience in mathematics textbook writing. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies 02.4, 335-347.
Keywords: mathematics-course, WAC, contrast-group, textbook, student-response, audience, needs-analysis
Bunting, Ann. (1994). Writing to fluency: Stylistic variations across disciplines [doctoral thesis]. Tampa, FL: University of South Florida.
Keywords: interdisciplinary , fluency, WAC, pedagogy, Elaine Maimon, Art Young, Charles Bazerman, Toby Fulwiler, style, variation
Bures, Eva Mary; Philip C. Abrami; Cheryl Amundsen. (2000). Student motivation to learn via computer conferencing. Research in Higher Education 41.3, 593-621.
Keywords: teleconferencing, student-motivation, self-efficacy, graduate, data, teleconference
Burkett, Allan R.; Susan B. Dunkle. (1983). Technical writing in the undergraduate curriculum. Journal of Chemical Education 60.6, 469-470.
Keywords: chemistry, curriculum, WAC, needs-analysis, techcom, referencing, plagiarism, arrangement, synthesis, revising, pedagogy, undergraduate
Burkett, Eva Mae. (1977). Writing in subject-matter fields: A bibliographic guide, with annotations and writing assignments. Metuchen, NJ: Scarecrow Press.
Keywords: technical-writing, WAC, bibliography, annoatation, assignment
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
Burnes, A. Patricia; Virginia Nees-Hatlen. (1987). A short history of the long struggle at the University of Maine to revise arts and science curricula with writing. http://comppile.tamucc.edu/TeachingWriting/v9/V9N1(Morris).pdf [full text]. Teaching Writing: Methods, Materials, & Measurements 09, 70-73.
Keywords: advanced, WAC, curriculum, syllabus, University of Maine
Burnham, Christopher C.. (1981). Tapping non-English faculty resources in the literacy crusade. ERIC Document Reproduction Service, ED 202 022.
Stockton State College, New Jersey, recognizes that the teaching of writing is not the responsibility of the English department alone, but of the entire college faculty. Stockton's writing across the curriculum project is designed to give all faculty members general theoretical information and practical training in writing instruction and the relation between writing and learning. Stockton's basic writing courses are staffed with volunteer faculty members from across the college. These "rotating faculty" go through three stages of training. In the first stage, faculty members are given a set of reading materials that discuss the nature and function of writing and various writing pedagogies. In the second stage, they participate in a one-day workshop in which they complete a holistic exercise that involves reading papers and ranking them by the overall quality of writing. The holistic scoring used in the workshop session provides the "rotating faculty" with an understanding of the elements of good writing. The third stage of training occurs in another one-day workshop the week before school begins, during which the faculty members must write under the same circumstances that students often must write under. Strategies for grading are also discussed. Support services for the "rotating faculty" include a skills center and designated consultants from the core writing faculty. [ERIC]
Keywords: WAC, Stockton State College (NJ), retraining, volunteer, not-English, faculty-workshop, holistic, criteria, teacher-as-writer, teacher-cooperation, resources
Burnham, Christopher C.. (1986). The consequences of collaboration: Discovering expressive writing in the disciplines. The Writing Instructor 06.1, 17-24.
Keywords: collaboration, expressivist, WAC, pedagogy, consequence
Burns, Marilyn. (1988). Beyond 'the right answer' . . . helping your students make sense out of math. Learning 16.5, 30-32, 36.
Keywords: WAC, mathematics-course, pedagogy
Burrell, Karen Irene; Patricia J. McAlexander. (1998). The synthesis journal. Journal of Developmental Education 22.1, 20-30.
Keywords: journal-writing, synthesis journal, synthesis, academic, critical-thinking, WAC, reading, lecture, note-taking, discussion, personal experience
Burt, Forrest D.. (1975). Rethinking freshman English: Texas A&M University. ADE Bulletin, no. 44, 32-32.
Keywords: FYC, questionnaire, WAC, Texas A&M University, data
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
Bustamante, Isabel. (1991). The role of reading in teaching business writing. ERIC Document Reproduction Service, ED 345 549.
Keywords: bizcom, business Spanish, L1-L2, English-Spanish, letter-writing, write-to-learn, University of Toledo [Ohio], WAC, contrast-group, gain, data
Butler, Susan. (1998). Race and gender in an internet-based history course. Works and Days 16.1-2, 193-216.
Keywords: internet, classroom, racial, gender, history-course, WAC
Buyske, Steven. (1995). Student communication in the advanced mathematics classroom. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies 05.1, 23-32.
Keywords: mathematics-course, advanced, geometry, journal-writing, proof-writing, conferencing, simulation, assignment, topic, WAC
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.
Keywords: sociology-course, WAC, freewriting, group, term-paper
Cain, Betty; Charles Cooper. ([1982]?). Writing across the curriculum in Third College general education courses, freshmen 1981-82 (Third College Writing Program evaluation studies, No. 2). San Diego, CA: University of California, San Diego, Third College Writing Program.
Keywords: WAC, University of California, San Diego, gen-ed, first-year
Cairns, Rhoda; Paul V. Anderson. (2008). The Protean shape of the writing associate's role: An empirical study and conceptual model. [fulltext]. Across the Disciplines 05.
Keywords: case-study, teaching fellow, WAC, teacher-fellow, data, model, task, motivation, dynamic interaction, contextual, pedagogy
Caldwell, Elizabeth Ann; Mary Deane Sorcinelli. (1997). The role of faculty development programs in helping teachers to improve student learning through writing. In Sorcinelli, Mary Deane; Peter Elbow (Eds.), Writing to learn:Strategies for assigning and responding to writing across the disciplines (New directions for teaching and learning, No. 69); San Francisco, CA: Jossey-Bass.
Keywords: write-to-learn, WAC, faculty-workshop, retraining
Campbell, Oscar James. (1939). The failure of freshman composition. English Journal [College Edition] 28.3, 177-185.
Keywords: FYC, abolition, tutorial, WAC, FYC
Campillo, Magda; Suzanne Pool. (1999). Improving writing proficiency through self-efficacy training. ERIC Document Reproduction Service, ED 432 774.
Keywords: self-efficacy, basic, early-start, FYC, conferencing, measurement, data, self-monitoring, improvement, self-evaluation, contrast-group, proficiency
Canady, Theresa Suzanne. (1993). The necessity of using language in order to develop thinking skills among stage lighting and scenic design students. ERIC Document Reproduction Service, ED 352 696.
Keywords: drama-course, WAC, critical-thinking, scenic-design, stage lighting, needs-analysis
Cannon, Robert E.. (1990). Experiments with writing to teach microbiology. American Biology Teacher 52.3, 156-158.
Keywords: biology-course, WAC, assignment, evaluation, student-opinion, microbiology, virology, immunology
Cantor, J. A.. (1992). Why engineers should write. Minority Engineer 13.1, 53-54.
Keywords: engineering-course, pedagogy, WAC
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.
Keywords: psychology-course, WAC, assignment, pedagogy, parent-child
Caplan, Rebekah. (1982). Showing-writing: Writing to assist learning in all subject areas. In Camp, Gerald (Ed.), Teaching writing: Essays from the Bay Area writing project; University of California-Berkeley, CA: Boynton/Cook Publishers [ERIC Document Reproduction Service, ED 230 963].
Keywords: WAC, descriptive, show-tell, content-course, pedagogy
Carle, Daria O.; Margie Krest. (1998). Facilitating research between the library and the science writing classroom. Journal of College Science Teaching 27.5, 339-342.
Keywords: science-course, library, librarian-teacher collaboration, assignment, University of Colorado, WAC
Carlino, Paula. (2010). Reading and writing in the social sciences in Argentine universities. In Bazerman, Charles; et al. (Eds.), Traditions of writing research; London: Routledge.
Keywords: Argentina, South America, social-science, WAC, science-writing, curriculum, pedagogy, read-write, data, questionnaire, interview, social
Carlisle, E. Fred; Jack B. Kinsinger. (1977). Scientific writing: A humanistic and scientific course for science undergraduates. Journal of Chemical Education 54.10, 632-634.
Keywords: WAC, science-course, Michigan State University, team-teaching, syllabus, undergraduate
Carlisle, Marcia. (1995). Talking history. OAH Magazine of History 09.2, 57-59.
Keywords: history-course, reader-response, motivation, discussion, high-school, email, internet, WAC
Carlson, Janet F.. (1992). From metropolis to never-neverland: Analyzing fictional characters in a personality theory course. Teaching of Psychology 19.3, 153-155.
Keywords: psychology-course, WAC, assignment, writing-about-lit, comic-strip, comics, children's story, microtheme, theoretical, student-opinion
Carpenter, J. Harrison; Margie Krest. (2001). It's about the science: Students writing and thinking about data in a scientific writing course. [fulltext]. Language and Learning Across the Disciplines 5.2.
The problem for the teaching of discipline-specific writing is that disciplinary standards of style and form often trump writing teachers' concerns for fostering critical thinking; as a result, teachers overemphasize correctness and format. Our approach is based on the belief that a generative view of genre can be the basis for students learning how to think critically about science.
Keywords: WAC, WID, writing across the curriculum, conventions, science, critical thinking, writing to learn, genre, data-interpretation
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
Carrick, Tracy Hamler; Margaret Himley; Tobi Jacobi. (2000). Ruptura: Acknowledging the lost subjects of the service learning story. [fulltext]. Language and Learning Across the Disciplines 4.3.
In this essay we turn to the crisis of representation in ethnography and to stories of rupturas from our own experiences as service learning teachers to explore the discursive, institutional, and psychological reasons why these breaks may be difficult to analyze, easy to suture over, and necessary for understanding the intellectual project of service learning theory and pedagogy.
Keywords: WAC, WID, writing across the curriculum, ethnography, 'ruptura', service-learning
Carson, Diane. (1992). In class discussion promotes collaborative learning. 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.
Keywords: WAC, collaborative, discussion, two-year
Carson, J. Stanton; Patricia G. Wojahn; John R. Hayes; and Thomas A. Marshall. (2003). Design, results, and analysis of assessment components in a nine-course CAC program. [fulltext]. Language and Learning Across the Disciplines 6.1.
Combining the interests of the various communities, a number of us at Robert Morris recently faced the question of how we could show our various stakeholders, including a faculty extraordinarily generous with its time, whether our one-of-a kind Communication Skills Program is effective in improving students' communications skills and worth a continuing investment. In this article, we argue that we have begun to find our answers in a uniquely tailored evaluation process made up of student portfolio reviews; course plan/syllabus evaluation; and a newly developed program evaluation involving pre, mid, and post-testing. To do so, we focus on the context surrounding the development of the latter, 'locally grown' program evaluation and on what we have learned from our initial study. We believe we can be very helpful in showing what a committed group with limited time and money can do to create effective evaluation for a comprehensive skills program. We also hope our experiences can serve as models for others interested in developing 'in-house' program evaluations.
Keywords: WAC, WID, writing across the curriculum, assessment, CAC, communication across the curriculum, pedagogy, pedagogy, portfolio
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; William Sipple; Mike Yahr; Thomas Marshall; John O'Banion.. (2000). A new heuristic for planning WAC programs: Ensuring successful collaboration from all stakeholders. [fulltext]. Language and Learning Across the Disciplines 3.3.
In this article, we focus on the one problem we believe is most crucial for the survival and effectiveness of our modern incarnation of writing across the curriculum: planning. This essay argues that Young, Becker and Pike's tagmemic discovery heuristic procedure is an ideal tool for planning a school-wide reform.
Keywords: WAC, WID, stakeholder, collaboration, tagmemics, reformist heuristics
Carson, Robert James; James Lester Sadd. (1991). Land-use-planning writing assignment for an environmental-geology course. Journal of Geological Education 39.3, 206-213.
Keywords: geology-course, WAC, impact statement, assignment, resources
Carter, John Marshall. (1987). The social studies teacher as writing coach. North Carolina Journal for the Social Studies 24, 35-41.
Keywords: social-studies-course, interdisciplinary, WAC, questionnaire, teacher-opinion, evaluation, rating-sheet, process, pedagogy, coaching, social
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
Caywood, Cynthia L.; Gilliam R. Overing. (1987). Writing across the curriculum: A model for a workshop and a call for change. In Caywood, Cynthia L.; Gillian R. Overing (Eds.), Teaching writing: Pedagogy, gender and equity; Albany, NY: State University of New York Press.
Keywords: gender, equity, WAC, workshop, change
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
Chamberlain, Lori. (1982). Gadamer, hermeneutics, and composition. ERIC Document Reproduction Service, ED 232 140.
Keywords: reader-response, stylistics, David Bleich, Gadamer, hermeneutics, historical, interpretive-community, WAC, disciplinary, convention
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
Chapman, David W.. (1998). WAC and the first-year writing course: Selling ourselves short. http://wac.colostate.edu/atd/archives.cfm [full-text]. Language and Learning Across the Disciplines 02.3, 54-60.
Chapman explores the varying relationships between writing across the curriculum programs and first-year writing programs. [WAC Clearinghouse]
Keywords: WAC, FYC
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
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
Charlton, Michael. (2007). That's just a story: Academic genres and teaching anecdotes in writing-across-the-curriculum projects. [fulltext]. WAC Journal 18, 20-29.
Keywords: teacher-story, WAC, lore, conflict, faculty-workshop, narrative, persuasive
Cherkas, Barry M.. (1992). A personal essay in math? Getting to know your students. College Teaching 40, 83-86.
Keywords: WAC, mathematics-course, personal, teacher-student, assignment, personal essay
Childers, Pamela B.. (1997). Alternative assessment methods across the disciplines. In Tchudi, Stephen (Ed.), Alternatives to grading student writing; Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 409 577].
Keywords: grading, evaluation, WAC, WID, pedagogy
Childers, Pamela B.. (2013). Teaching writing in a visual culture across disciplines. link to full text In Childers, Pamela B.; Eric H. Hobson; Joan A. Mullin (eds.), ARTiculating: Teaching writing in a visual world; Fort Collins, CO: WAC Clearinghouse; Anderson, SC: Parlor Press.
Keywords: pedagogy, WAC, visual, cultural, digital
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 B.; Eric Hobson; Joan A. Mullin; with Joseph F. Trimmer; Richard H. Putney. (1998). ARTiculating: Teaching writing in a visual world. Portsmouth, NH: Boynton/Cook Publishers [ERIC Document Reproduction Service, ED 424 573].
Keywords: pedagogy, visual-verbal, graphic, observation, WAC, cultural, monument, architectural, collaborative, faculty-workshop
Childers; Pamela; Cindy Johanek; Jon Leydens; Joan Mullin; Michael Pemberton; Rebecca Rickly; Mike Palmquist. (2002/2003). FORUM: Writing centers and WAC. [Link]. Academic.Writing 03.
This Forum continues the practice of exploring fundamental relationships between key areas of writing studies. In this exchange, a group of scholars who have done substantial work with writing centers and writing-across-the-curriculum programs explore the relationships -- real and ideal -- between the two areas. The Forum opens with statements from each of the participants, and continues with responses to two follow-up and one closing question. In addition to responses to the formal questions, the participants also commented directly on each others' posts. Members of this Forum communicated with each other via electronic mail and the Web over a period of roughly one month. Their interactions are represented here using links among and beyond the texts that they produced. [WAC Clearinghouse]
Keywords: wcenter, WAC, writing-across-the-curriculum, WID
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.
Keywords: WAC, communications-course, speech-writing, collaboration, pedagogy
Chisholm, Richard. (1997). Peer coaching in a speech class. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 08, 106-109.
Keywords: WAC, communications-course, speech-writing, collaboration, peer-evaluation, speech coaching
Chisholm, Richard M.. (1990). Coping with the problems of collaborative writing. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 02, 88-108.
Keywords: WAC, collaboration, pedagogy, needs-analysis, coping
Chisholm, Richard M.. (1991). Introducing students to peer review of writing. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 03.1, 4-19.
Keywords: WAC, peer-evaluation, pedagogy
Chisholm, Richard M.. (1993). Scenario-based writing assignments. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 04, 129-136.
Keywords: WAC, scenario, assignment, language-analysis
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.
Keywords: WAC, communications-course, speech-writing, collaboration
Chittick, William O.. (1981). Writing policy memoranda. Teaching Political Science 09.2, 98-105.
Keywords: political-science-course, policy-making, memoranda-writing, assignment, WAC, policy
Christiansen, Pauline. (1979). Across disciplines: A three pronged approach--one department's response to campus-wide writing needs. ERIC Document Reproduction Service, ED 177 590.
Keywords: WAC, faculty-workshop, teacher-cooperation, nursing-school, vocabulary
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
Clanton, Gordon. (1997). A semi-painless way to improve student writing. Thought and Action 13.1, 21-30.
Keywords: WAC, brevity, assignment, guidelines, evaluation, criteria, conferencing, one-on-one, improvement, lecture, arrangement, student-writing
Clark, Beverly Lyon. (1984). Responding to students: Ughs, AWKs, and ahas. Improving College and University Teaching 32.4, 169-172.
Keywords: response, WAC, write-to-learn
Clark, Elvis G.. (1992). Cooperative learning for the research paper. 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.
Keywords: collaboration, term-paper, WAC, two-year
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
Clark, John Michael. (1995). Cognitive apprenticeship, motivation, and college writing: Theoretical and pedagogical considerations [doctoral thesis]. Bowling Green, OH: Bowling Green State University.
Keywords: motivation, cognitive, apprentice, WAC, pedagogy
Clark, Wilma. (1984). Writing to learn in all subjects (Slate starter sheet). Urbana, IL: National Council of Teachers of English, SLATE [ERIC Document Reproduction Service, ED 263 618].
Keywords: school, language-arts, WAC, guidelines, assignment, process, response, paper-load
Clarke, John H.; Arthur W. Biddle (Eds.). (1993). Teaching critical thinking: Reports from across the curriculum. Englewood Cliffs, NJ: Prentice Hall.
Keywords: critical-thinking, pedagogy, WAC, data-analysis, theory-making, hypothesis-testing, data-collection
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.
Keywords: WAC, science-course, social-studies-course, teacher-apprehension, correlation, assignment, data, questionnaire, correlation, pedagogy
Clemons, Joan. (1991). Classroom strategies for introductory geology. Journal of Geological Education 39.3, 202-203.
Keywords: geology-course, WAC, learning-log, double-entry, group, assignment, discussion, simulating, introductory
Click, Benjamin A., III. (1996). Educating students to write effectively. In Jones, Elizabeth A. (Ed.), Preparing competent college students: Setting new and higher expectations for student learning (New directions for higher education, No. 96); San Francisco, CA: Jossey-Bass.
Keywords: pedagogy, taxonomy, expressive, cognitive, social, college-workplace, skill-level, institutional, wcenter, curriculum, WAC, resources, technology, retraining, change
Coffinberger, Richard. (1982). Aligning reading-writing group sessions to distinct stages of the writing process. In Gallehr, Donald; Robert Gilstrap; Marian Mohr; Anne Legge; Marie Wilson-Nelson (Eds.), Writing processes of college students: Working papers of the Writing Research Center at the Northern Virginia Writing Project (Volume I); Fairfax, VA: George Mason University, The Project.
Keywords: WAC, process, group, peer-evaluation, process, process
Cogan, Felicia. (1992). Learning literature sans pipe and tweed. In Penney, Nancy (Ed.); Lord Fairfax Community College; Thinking through writing: Lord Fairfax Community College, 1990-1992; ERIC Document Reproduction Service, ED 353 016.
Keywords: write-to-learn, critical-thinking, WAC, two-year, writing-about-lit
Cohen, Avi J.; John Spencer. (1993). Using writing across the curriculum in economics: Is taking the plunge worth it?. Journal of Economic Education 24.3, 219-230.
Keywords: write-to-learn, economics-course, team-teaching, assignment, criteria-sheet, WAC, pedagogy
Cohen, Donald S.. (1978). Ensuring an effective instructor-taught writing and advocacy program: How to teach the teachers. Journal of Legal Education 29.4, 593-612.
Keywords: law-school, syllabus, advocacy, pedagogy, teacher-training
Cohen, Samuel. (2002). Tinkering toward WAC Utopia. link to full text. Journal of Basic Writing 21.2, 56-72.
This article suggests that WAC can be used to foster critical thinking even in very simple writing exercises, and gives examples of some useful exercises. Cohen says teachers are obligated to help all students think critically, in this age of globalization. [WAC Clearinghouse]
Keywords: curriculum, WAC, critical thinking
Cole, Karen Brobst. (1992). Efficacy and generalization of instruction in sequential expository writing for students with learning disabilities [doctoral thesis]. DeKalb, IL: Northern Illinois University.
Keywords: learning-disability, expository, pedagogy, assignment, sequence, improvement, expository, efficacy, generalization, data
Coleman, Eve B.. (1992). Writing to learn, writing to think in a computer course for preservice teachers. Journal of Computing in Teacher Education 08.3, 4-9.
Keywords: WAC, review-of-scholarship, computer, pre-service, syllabus, English-ed, assignment, examination, computer-course
Coles, Kenneth Spencer. (1991). Journal assignments in an introductory-geology course help the student and teacher. Journal of Geological Education 39.3, 187-189.
Keywords: geology-course, WAC, first-year, journal-writing, improvement, write-to-learn, originality, introductory
Collet, M. J.. (1991). Read between the lines: Music as a basis for learning. Music Educators Journal 78.3, 42-45.
Keywords: WAC, music-course, at-risk, basic, self-esteem, journal-writing
Collins, Brennan . (2007). [Book review]. Composition Studies 35.1, 136-138.
Keywords: WAC, history, Composing a Community: A History of Writing Across the Curriculum, edited by Susan McLeod and Margot Iris Soven
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
Collins, Terence. (1977). Necessity, invention, and other mothers--going interdepartmental. ERIC Document Reproduction Service, ED 149 354.
Keywords: WAC, genesis, necessity, responsibility, bibliography, annotated, contextual, interdepartmental, interdisciplinary
Collins, Vicki Tolar. (2000). Freewriting in the middle: Self-help for college writers across the curriculum. In Smith, Jane Bowman; Kathleen Blake Yancey (eds.), Self-assessment and development in writing: A collaborative inquiry; Cresskill, NJ: Hampton Press.
Keywords: self-assessment, WAC, process theory, heuristics, self-assessment, freewriting, expressivism, cognitive, problem-solving, Elbow, Flower, Hayes, data, table student reflection, motivation, pedagogy
Committee on Basic Issues. (1959). The basic issues in the teaching of English. A conference report. Publications of the Modern Language Association 74.4 (pt. 2), 1-12.
Keywords: English-profession, aim, competency, proficiency,basic, pedagogy, read-write, national standards, speech, class-size, work-load, drudgery, technology, audiovisual, WAC, graduate, certification, English-ed, training, rhetoric, linguistics, lit-crit, articulation, DA-degree
Comprone, Joseph J.. (1988). Reading Oliver Sacks in a writing-across-the-curriculum course. JAC: Journal of Advanced Composition 08.1-2, 158-166.
Keywords: WAC, readings, Oliver Sacks, pedagogy, disciplinary, discourse, science-writing, popular
Comprone, Joseph J.. (1989). Balancing the language arts in the cross-curricular writing course: An answer to E. D. Hirsch's 'Cultural Literacy'. Kentucky English Bulletin 38.2, 61-74.
Keywords: literacy, E. D. Hirsch, cultural, pedagogy, WAC, interdisciplinary, school, language-arts
Condon, William. (1997). Building bridges, closing gaps: Using portfolios to reconstruct the academic community. In Yancey, Kathleen Blake; Irwin Weiser (Eds.), Situating portfolios: Four perspectives; Logan, UT: Utah State University Press.
Keywords: portfolio, WAC, academy, community, change
Condon, William. (2002). The finger on the pulse: Who teachers writing?. 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, response
Condon, William; Diane Kelly-Riley. (2004). Assessing and teaching what we value: The relationship between college-level writing and critical thinking abilities. Assessing Writing 09.1, 56-75.
Keywords: Washington State University, assessment, placement, rising-junior, Critical Thinking Project, critical-thinking, WAC, test-design, learning-outcomes, data
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
Condon, William; interviewed by Carol Rutz. (2005). The tallest WAC expert in North America: An interview with Bill Condon. [fulltext]. WAC Journal 16, 70-77.
Keywords: William Condon, WAC, scholar-story, scholar-autobiography, University of Michigan, Washington State University, assessment, technology, computer, pedagogy
Connelly, Peter J.; Donald C. Irving. (1976). Composition in the liberal arts: A shared responsibility. College English 37.7, 668-670.
Proposes colleagues in the liberal arts become involved in writing instruction. Recommends a standard composition text be used for common vocabulary, lists some danger signals in student prose, and describes different kinds of writing submitted to seminars. Distinguishes among different kinds of writing, including journal, epistle, note, essay, and report.[Sue Hum]
Keywords: WAC, liberal arts, disciplinary, assignment, genre, essay, shared responsibility
Connor-Greene, Patricia A.; Catherine Mobley; Catherine E. Paul; Jerry A. Waldvogel; Liz Wright; Art Young (Eds.). (2006). Teaching and learning creatively: Inspirations and reflections. West Lafayette, IN: Parlor Press.
Keywords: pedagogy, creativity, learning-theory, Clemson University, poetry-writing, WAC
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
Cooper, Marilyn M.. (1994). Dialogic learning across disciplines. http://www.jacweb.org/archives.htm [full text]. JAC: Journal of Advanced Composition 14.2, 531-546.
Keywords: WAC, dialogic, interdisciplinary, Bakhtin, response
Copeland, Jeffrey S. (Ed.). (1987). Essays grown from a writing across the curriculum institute at Indian Hills Community College: Fostering cooperation and cohesion in writing instruction. ERIC Document Reproduction Service, ED 294 182.
Keywords: WAC, two-year, Indian Hills Community College [Ottumwa, IA], cooperation, group, classroom-community, institute
Coppage, R. E.. (1991). Student motivation from beyond the classroom. Management Accounting 72.11, 65.
Keywords: WAC, bizcom, accounting-course, student-motivation, publishing, writing-contest, assignment
Coppenger, Mark. (1979). Written dialogue: An alternative to the term paper. Teaching Philosophy 03, 197-202.
Keywords: WAC, philosophy-course, term-paper, teacher-student dialogue, response
Cortez, Jose M. . (2013). [book review[. . Composition Studies 41.1, 124-126.
Keywords: Agents of Integration: Understanding Transfer as a Rhetorical Act, by Rebecca S. Nowacek, knowledge-transfer, interdisciplinary, FYC, genre-theory
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
Craig, Jennifer L.; Neal Lerner; Mya Poe. (2008). Innovation across the curriculum: Three case studies in teaching science and engineering communication. IEEE Transactions on Professional Communication 51.3, 280-301.
Keywords: WAC, case-study, pedagogy, science-course, engineering-course, communication, linked
Cremona, J.. (1971). Tensions of television course-writing. In Perren, G. E.; John L. M. Trim (Eds), Applications of linguistics: Selected papers of the second international congress of applied linguistics, Cambridge 1969; Cambridge, England: Cambridge University Press.
Keywords: television, technology, pedagogy, tension, student-writing, WAC
Cross, Geoffrey A.. (1989). Group writing in industry: A Bakhtinian exploration of two collaborations. ERIC Document Reproduction Service, ED 323 543.
Keywords: workplace, Bakhtin, ethnographic, data, annual-report, plan-writing, report-writing, root-metaphor, collaboration, cacophony, monotone, symphony, process, empowerment, industry
Cross, Geoffrey A.; Katherine V. Wills. (2005). Bridging disciplinary divides in writing across the curriculum. [Link]. Across the Disciplines 02.
Geoffrey Cross and Katherine Wills report the results of a longitudinal study that assessed whether faculty writing workshops could facilitate writing in heterogeneous disciplines by linking specific, workaday writing activities (Tschudi, 1986) with Bloom's taxonomy of educational objectives (1974). Results show that participating faculty reported increases in reflective pedagogical practice, more critical selection of writing activities, and decreased time required to construct writing strategies to achieve discipline-related instructional goals. (Published June 26, 2005) [WAC Clearinghouse]
Keywords: data, faculty development, WAC, WID, pedagogy, pedagogy, reflection, Bloom's taxonomy
Crowe, Douglas; Janet Youga. (1986). Using writing as a tool for learning economics. Journal of Economic Education 17.3, 218-222.
Keywords: WAC, economics-course, write-to-learn, pedagogy, response
Cucina, Irene. (1999). Modeling reflective writing for the first-year physical education student. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 10, 49-56.
Keywords: WAC, kinesiology-course, first-year, reflection, teacher-as-writer
Culhane, Alys; Randy Stebbins. (1999). Writing into the curriculum: Adventures in advanced composition. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 10, 67-89.
Keywords: WAC, advanced, pedagogy, student publishing, upperdivision-first-year, peer, peer-advice, sample
Cullen, Robert J.. (1985). Writing across the curriculum: Adjunct courses. ADE Bulletin, no. 80, 15-17.
Keywords: WAC, ancillary, evaluation, University of California, Los Angeles, teaching-assistant, teacher-training, adjunct model
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
Culver, Kandace. (2000). An article in review of article reviews. [fulltext]. Plymouth State College Journal on Writing Across the Curriculum 11, 79-86.
Keywords: WAC, assignment, writing-to-learn, student-opinion, geography-course, education-course, article-review
Cunningham, Billie M.. (1991). The impact of student writing in learning accounting. Community/Junior College Quarterly of Research and Practice 15.3, 317-325.
Keywords: write-to-learn, WAC, two-year, Collin County Community College, accounting-course, contrast-group, current-traditional, journal-writing, course-grade, retention, data, student-writing
Cunningham, Donald H.. (1988). Introduction: The West Texas project in writing across the curriculum. 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: assignment, techcom, vocational, WAC, project
d'Auzac, Evelyn. (1992). Rhetoric in the university. In Andrews, Richard (Ed.), Rebirth of rhetoric: Essays in language, culture and education; London; New York: Routledge.
Keywords: rhetoric, academy, curriculum, WAC
Dagenais, Donna J.; Kathryn R. Beadle. (1984). Written language: When and where to begin. Topics in Language Disorders 04.2, 59-85.
Keywords: disability, expressivist, process, diagnosis, skills, motivation, WAC
Daigle, Stephen L.. (1985). Writing and critical reading for learning across the disciplines: Academic challenges. ERIC Document Reproduction Service, ED 262 684.
Keywords: California State University, grant, project, WAC, read-write, faculty-workshop, consultancy, assignment, needs-analysis, academic
Daisey, Peggy. (1996). Promoting literacy in secondary content area classrooms with biography projects. Journal of Adolescent & Adult Literacy 40.4, 270-278.
Keywords: school, WAC, assignment, biography-project, pre-service, literacy, equity, student-opinion
Dallas, Susan; Center for the Study of Community Colleges [Los Angeles, CA]. (1982). The literacy crisis (CSCC Bulletin, Issue 5). ERIC Document Reproduction Service, ED 220 131.
One of the most difficult problems facing colleges today is dealing with students whose basic skills are too low to allow them to benefit from college-level studies. While some institutions seem to have given up expectations for underprepared students' achievement, others have instituted massive programs of individualized counseling and tutoring as a supplement to remedial coursework. Evidence suggests that these compensatory programs are effective in increasing reading levels and lowering dropout rates; however, these programs also introduce a number of problems and questions of program design, costs, teacher morale, and selective admissions. Several options are available to colleges to reconcile the conflict between maintaining academic standards and open admissions. Most practical and desirable may be to allow any student to enroll in any course, but to limit the number of courses a poorly prepared student may take and mandate the use of support services. Poor writing ability may be improved by an approach called "writing across the curriculum." Based on the premise that writing can and should have an integral role in any course, the approach utilizes techniques including journals and notebooks, which can be extremely versatile teaching tools in many disciplines, and brief, in-class writing periods, which can stimulate discussion, clarify issues, and reinforce learning experiences. (Brief descriptions of remedial, English as a Second Language, and study skills programs at six multi-campus urban community college districts are included.) [ERIC]
Keywords: decline, underprepared, basic, open-admissions, WAC, needs-analysis, pedagogy, two-year
Daniel, Beth. (1998). F-Y comp, F-Y seminars, and WAC: A response [to Nadine Weidman]. http://wac.colostate.edu/atd/archives.cfm [full-text]. Language and Learning Across the Disciplines 02.3, 69-74.
Keywords: FYC, first-year seminar, WAC
Daniel, Stephen H.. (1979). Preparations for a research paper in philosophy. Teaching Philosophy 03, 185-188.
Keywords: WAC, philosophy-course, assignment-sheet, term-paper, library, sources, bibliographic-search, philosophy
Daniels, Harvey; Steven Zemelman; Nancy Steineke. (2007). Content-area writing: Every teacher's guide. Portsmouth, NH: Heinemann.
Keywords: WAC, content-course, write-to-learn, microtheme, public, process, project, workshopping, testing, essay-exam
Dannels, Deanna P.. (2002). It's all academic. 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, response
Dannels, Deanna P.. (2003). Teaching and learning design presentations in engineering: Contradictions between academic and workplace activity systems. Journal of Business and Technical Communication 17.2, 139-169.
Keywords: WAC, engineering, oral-presentation, visual, academy-workplace, contradiction, activity-system, pedagogy
Daro, Philip; Solomon Garfunkel (co-chairs, mathematics panel); Richard P. Duran; Sally Hampton; Catherine E. Snow (co-chairs, English panel). (2013). What does it really mean to be college and work ready? The mathematics and English literacy required of first year community college students. Washington, D. C.: National Center on Education and the Economy.
Keywords: readiness, school-college, two-year, mathematics, literacy, data, textbook-analysis, age-level, complexity, complexity, argumentation, reading level, WAC, assignment
Daughaday, Lillian. (1997). Postcards from the imagination: Using letters to teach sociological concepts. Teaching Sociology 25.3, 234-238.
Keywords: research-report, expressive, explorative, assignment, letter-writing, implied-reader, sample, sociology-course, WAC, imagination
David, Carol; Anne R. Richards (Eds.). (2008). Writing the visual: A practical guide for teachers of composition and communication. West Lafayette, IN: Parlor Press.
Keywords: visual, graphic, visual literacy, pedagogy, assignment, WAC
Davis, Barbara Gross (Ed.). (1986). Teaching of evaluation across the disciplines. San Francisco: Jossey-Bass.
Keywords: evaluation, WAC, response, guidelines
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.
Keywords: WAC, sociology-course, basic-skills, teacher-cooperation, shared responsibility
Davis, David J.. (1987). Eight faculty members talk about student writing. College Teaching 35.1, 31-35.
Keywords: WAC, faculty-opinion, teacher-interview, pedagogy, assignment, classroom, grading, institutional, administrating, student-writing
Davis, David John. (1985). Writing across the curriculum: Attitudes and practices of selected faculty [doctoral thesis]. Carbondale, IL: Southern Illinois University at Carbondale.
Keywords: WAC, survey, teacher-attitude, case-study, objective, pedagogy
Davis, Larry Eugene; et al.. (1991). Student abstract writing as a tool for writing across the curriculum in large introductory-geology courses. Journal of Geological Education 39.3, 178-180.
Keywords: geology, large-class, lecture, abstract-writing, WAC, concision, write-to-learn, evaluation, introductory
Davis, Meredith; Paul Tesar. (2004). Inquiry by design: Learning in the studio setting. In Lee, Virginia S. (Ed.), Teaching and learning through inquiry: A guidebook for institutions and instructors; Sterling, VA: Stylus.
Keywords: inquiry-based, WAC, studio, art-course, design, pedagogy
Davis, Raymond Bartholomew, Jr.. (1998). The effect of a computer-assisted career guidance system exercise on the career self-efficacy of freshman liberal arts students [doctoral thesis]. Columbia, SC: University of South Carolina.
Keywords: resume-writing, decision-making, CAI, career, FYC, self-efficacy, improvement, advising, guidance, liberal arts degree
Davis, W. E.; Robert Matlock. (1978). Interdisciplinary teaching of writing skills. Journal of College Science Teaching 11, 310-311.
Keywords: science-course, WAC, interdisciplinary, pedagogy
Davison, David. M.; Daniel L. Pearce. (1988). Using writing activities to reinforce mathematics instruction. Arithmetic Teacher 35.8, 42-45.
Keywords: WAC, mathematics-course, taxonomy, pedagogy, exercise, reinforcement
Day, Michael; Tharon Howard; Christine Hult; Charles Moran; Donna Reiss; Mike Palmquist. (2000). FORUM: The role of technology in WAC/CAC programs. [Link]. Academic.Writing 1.
This Forum, which brought together five scholars [http://wac.colostate.edu/aw/forums/fall2000/participants.htm]with divergent experiences in and views about writing across the curriculum, was designed to consider the role of technology in WAC/CAC programs. The participants communicated with each other via electronic mail and the Web over a period of months. Their interactions are represented here using links among and beyond the texts that they produced. [WAC Clearinghouse]
Keywords: WAC, CAC, communication across the curriculum, WID
Day, Susan. (1989). Producing better writers in sociology classes: A test of the writing-across-the-curriculum approach. Teaching Sociology 17.4, 458-464.
Keywords: WAC, sociology-course, Southwest Texas State University, contrast-group, volume-of-writing, grading, rigor, data, improvement
De Micheli, Ana; Patricia Iglesia. (2012). Writing to learn biology in the framework of a didactic-curricular change in an Argentine university. In Thaiss, Chris; Gerd Brauer; Paula Carlino; Lisa Ganobcsik-Williams; Aparna Sinha (Eds.), Writing Programs Worldwide: Profiles of Academic Writing in Many Places; Fort Collins, CO: WAC Clearinghouse.
Keywords: WAC, Argentina, biology, science, curriculum
Deal, Nancy. (1991). Beyond theory and into the fray: Directing a faculty writing across the curriculum workshop. ERIC Document Reproduction Service, ED 339 289.
Keywords: WAC, faculty-workshop, syllabus, peer-evaluation, directorship
Dean, Christopher W.. (2009). Developing and assessing an online research writing course. [fulltext]. Across the Disciplines 06.
Keywords: technology, WAC, course-design, blended-classroom, research-writing, course-validation, FYC
Dean-Rumsey, Theresa A.. (1998). Improving the writing skills of at-risk students through the use of writing across the curriculum and writing process instruction [masters thesis]. Allendale, MI: Grand Valley State University.
Keywords: at-risk, basic, WAC, process, pedagogy, improvement, process
Deans, Thomas. (2002). Writing and community action: A service learning rhetoric and reader. New York: Longman.
The author's service learning rhetoric offers comprehensive support for writing about, for, and with communities. The ten chapters present an expansive understanding of writing practiced across academic, social, literary, and professional communities. Each moves through assignment options, direct instruction in a variety of genres, student samples, and reading selections of short stories, reflective essays, and professional writing samples. The book is grounded in a rhetorical tradition of civic participation and balances preparation for community outreach with reflection on such work, viewing writing in both cases 'as a versatile tool for action—action in academic, workplace, and civic communities' (xii). [Rebecca Lorimer]. [Rebecca Lorimer & David Stock, Service Learning Initiatives: Implementation and Administration; WPA-CompPile Research Bibliographies, No. 13].
Keywords: service-learning, pedagogy, course-design, community, student-engagement, genre, WAC, assignment, student-writing, sample, civic participation
Deans, Thomas; Mandy Suhr-Sytsma; Alisande Pipkin. (2008). [book review]. link to full text. WPA: Writing Program Administration 31.3, 110-115.
Keywords: College Writing and Beyond: A New Framework for University Writing Instruction, by Anne Beaufort, curriculum-design, academy-workplace-knowledge-transfer, WAC, genre-theory
Deans, Thomas; Mandy Suhr-Sytsma; Alisande Pipkin. (2008). [book review]. link to full text. WPA: Writing Program Administration 31.3, 110-115.
Keywords: College Writing and Beyond: A New Framework for University Writing Instruction, by Anne Beaufort, curriculum-design, academy-workplace-knowledge-transfer, WAC, genre-theory
Decarie, Graeme. (1989). It doesn't really matter which body of information we transmit: Theme: Why teach history?. History and Social Science Teacher 24.3, 125-127.
Keywords: history-course, discovery, memorization, assignment, article-review, WAC, transmission, pedagogy
DeDominicis, Benedict E.; Tracy Santa. (2002). WAC in Bulgaria: Benefits and challenges. [fulltext]. Language and Learning Across the Disciplines 5.3.
From the perspective of a writing program director functioning within an American-style post-secondary institution in the Balkans, WAC is a 'global' phenomenon in that it has transcended the national boundaries of its origin. In discussing our local instance of the globalization of WAC, we would like to examine the nature of the interdependencies between WAC shareholders as well as explicate who the actors in this realpolitic scenario are and how policy changes have (or have not) affected the educational climate at AUBG.
Keywords: WAC, WID, writing across the curriculum, Bulgaria, global, international
Defever, Susanna Mason. (1980). A college takes a community approach to writing. ERIC Document Reproduction Service, ED 217 921.
Keywords: two-year, St. Clair Community College, self-validation, needs-analysis, WAC, survey, faculty-opinion, faculty-workshop, school-college, articulation, community
deLespinasse, Doris. (1985). Writing letters to clients: Connecting textbook problems and the real world. Journal of Accounting Education 03.1, 197-200.
Keywords: WAC, accounting-course, letter-writing, academy-workplace, Adrian College, simulation, real-world, textbook, non-textbook
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
DeNight, Shawn. (1992). Writing to learn activities in writing across the curriculum classrooms. ERIC Document Reproduction Service, ED 360 646.
Keywords: write-to-learn, WAC, activity, pedagogy
Denscombe, Martyn; Lynton Robins. (1980). Self-assessment and essay writing. Teaching Sociology 08.1, 63-78.
Keywords: sociology-course, WAC, first-year, self-evaluation, essay-writing
Denten, L. W.. (1978). Continuing engineering education in technical writing. Engineering Education 66, 760-762.
Keywords: WAC, techcom, engineering-course, survey, curriculum, data, worker-training, workplace-course
Devet, Bonnie . (2011). A tale of two UK writing centres. Writing Lab Newsletter 35.7-8, 10-13.
Keywords: wcenter, international, global, case-analysis, case analysis, case study, analysis of cases, British, WAC, writing across the curriculum, WID, writing in disciplines
Devet, Bonnie, et al.. (1995). Writing lab consultants talk about helping students writing across the curriculum. [fulltext]. Writing Lab Newsletter 19.9, 8-10.
Keywords: wcenter, WAC, peer-tutor
DeVoss, Danielle Nicole; Dickie Selfe, ECAC Teachers and Students Delta-Schoolcraft Intermediate School District Escanaba, MI, USA. (2002). Encouraging and supporting electronic communication across the curriculum (ECAC) through a university and K-12 partnership [note erratum published in Computers and Composition 20.1, page 121]. Computers and Composition 19.4, 435-451.
Keywords: computer, WAC, CAC, school, K-12, school-college, Michigan, USA, faculty-workshop
Diamond, Irene M.; Nancy S. Haugen; John M. Kean (Eds.); University of Wisconsin; Wisconsin Writing Project. (1980). Interdisciplinary writing: A guide to writing across the curriculum. ERIC Document Reproduction Service, ED 193 655.
Keywords: WAC, interdisciplinary, pedagogy
Diaz, Diana M.. (1988). ESL college writers: Process and community. Journal of Developmental Education 12.2, 6-8, 10-12.
Keywords: ESL, needs-analysis, review-of-scholarship, acquisition, audience-awareness, collaborative, sheltered, WAC
DiBiase, Allan F.. (2001). Doing philosophy online. [fulltext]. Plymouth State College Journal on Writing Across the Curriculum 12, 71-90.
Keywords: WAC, philosophy-course, online, computer, pedagogy, philosophy
Dick, John A. R.. (1981). Developing a learner's perspective and a critical perspective in a faculty workshop. ERIC Document Reproduction Service, ED 216 346.
Keywords: faculty-workshop, cross-disciplinary, WAC, simulation, sequence, pedagogy, learning-theory
Dick, John A. R.; Robert M. Esch. (1985). Dialogues among disciplines: A plan for faculty discussions of writing across the curriculum. College Composition and Communication 36.2, 178-182.
Keywords: FYC, WAC, faculty-discussion, faculty-workshop, dialogue, disciplinary
Dickerson, Mary Jane. (1978). Writing needs in the university. The Leaflet 77.2, 28-29.
Keywords: University of Vermont, survey, assignment, assignment, WAC
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
Dilworth, Collett. (1980). Locally sponsored staff development for English teachers: A survey of methods and results. English Education 12, 98-105.
Keywords: survey, curriculum, WAC, school, staff, retraining, teacher-training, data
Dittmar, Trudy. (1984). 'Writing to think and learn': An interdisciplinary research course. 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: write-to-learn, WAC, interdisciplinary, syllabus, term-paper
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,
Dixon, Richard. (1994). Developing higher cognitive skills through interpretive writing. ERIC Document Reproduction Service, ED 374 643.
Keywords: L2, English-Spanish, write-to-learn, WAC, poetry-writing, sample, pedagogy, cognitive, skill, interpretive
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
Dobler, Judith M.. (1988). Wading across the curriculum: A look at writing in hydrobiology. ERIC Document Reproduction Service, ED 296 311.
Keywords: WAC, pedagogy, biology-course, disciplinary, content-course, contextual, hydrobiology, academic, piecemeal
Dohrer, Gary. (1991). Do teachers' comments on students' papers help?. College Teaching 39.2, 48-54.
Keywords: WAC, response, commenting, survey, University of Texas at Austin, guidelines, situational, needs-analysis, student-perception, editing, revising, grading, motivation, minimal marking, data, editing, think-aloud, interview, data
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
Donaldson, Alice. (1981). The role of advocacy in small group discussion. In Ziegelmueller, George; Jack Rhodes (Eds.), Dimensions of argument: Proceedings of the Second Summer Conference on Argumentation [Alta, Utah, July 30-August 2, 1981]; Annandale, VA: Speech Communication Association.
Keywords: argumentation, group, discussion, advocacy, small group
Donckers, Susan. (1983). Clinical writing assignments. In Writing Across the Curriculum Program (Ed.), Working papers on writing and learning; Radford, VA: Radford University.
Keywords: WAC, nursing-course, clinical, assignment
Donlan, Dan. (1976). Mathematics textbooks and the teaching of assigned writing. ERIC Document Reproduction Service, ED 122 306.
Keywords: mathematics-course, WAC, textbook, report-writing, term-paper, biography, assignment, historiography, causation, expository, pedagogy, model-paragraph
Donlan, Dan. (1976). Science textbooks and the teaching of assigned writing. ERIC Document Reproduction Service, ED 122 305.
Keywords: questionnaire, data, pedagogy, textbook, assignment, WAC, science-course, report-writing, explanation, letter-writing, sample, read-write, metacognition, model-paragraph, paraphrase
Donlan, Dan. (1976). Social studies textbooks and the teaching of assigned writing. ERIC Document Reproduction Service, ED 122 303.
Keywords: social-science-course, WAC, textbook, write-to-learn, term-paper, biography, assignment, historiography, causation, expository, pedagogy, model-paragraph, social
Donlan, Dan. (1976). Textbook writing assignments in three content areas. ERIC Document Reproduction Service, ED 123 635.
Keywords: textbook, discipline, WAC, assignment, disciplinary, science-course, mathematics-course, social-studies-course, survey, pedagogy, data, frequency, write-to-learn
Donnelly, John Patrick. (1989). A term paper project in large survey courses. History Teacher 22.2, 117-124.
Keywords: term-paper, class-size, large-class, lecture, assignment, biography-writing, sketch, student-opinion, WAC
Donovan, Timothy R.; Ben W. McClelland (Eds.). (1980). Eight approaches to teaching composition. Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 191 042].
Keywords: pedagogy, approach, pedagogy, process, model, experiential, rhetorical, epistemic, basic, conferencing, WAC, interdisciplinary
Dossin, Mary Mortimore. (1997). Writing across the curriculum: Lessons from a writing teacher. College Teaching 45.1, 14-15.
Keywords: criteria, drafting, grading, commenting, response, errors, WAC, volume-of-writing
Dossin, Mary Mortimore. (1997). Writing across the curriculum: Lessons from a writing teacher. College Teaching 45.1, 14-15.
Keywords: WAC, teacher-story, error, correction, objective, standards, evaluation, criteria, positive response, wcenter, assignment, teacher-as-writer
Downs, Douglas; Elizabeth Wardle. (2007). Teaching about writing, righting misconceptions: (Re)envisioning 'First-Year Composition' as 'Introduction to English Studies'. College Composition and Communication 58.4, 552-584.
Downs and Wardle describe WAW curricula that extend beyond students reading and writing about existing scholarship in rhetoric and composition (cf. Dew) to having students conduct primary research on related topics. They frame the pedagogy as an ‘Introduction to Writing Studies’ that explicitly rejects the traditional FYC goal of teaching a universal academic discourse and instead seeks to teach (1) metacognition about writing via procedural and declarative knowledge of writing, and (2) a version of the activity of inquiry that centers universities and spans disciplines. The article theorizes the shortcomings of traditional FYC courses in terms of genre and activity theory and describes WAW curricula that can better respond to these theories of how writing works and thus needs to be learned. It then reports on early results from the curriculum as taught in multiple sections at three institutions, illustrating effects through two particular student experiences in the course. Student feedback and results suggest that the WAW curriculum results in increased self-awareness about writing, improved reading abilities and confidence, and raised awareness of researched writing as conversation. The article concludes with challenges that the curriculum presents, including the challenging nature of the course for students, the resulting imperfections in student work, limited textbook support for the approach, and the need for extensive instructor preparation. [Doug Downs, Writing-About-Writing Curricula: Origins, Theories, and Initial Field-Tests, WPA-CompPile Research Bibliographies, No. 12]
Keywords: FYC, pedagogy, WAW, writing-studies, objective, metacognition, activity-theory, genre-theory, curriculum, student-opinion, data, case-study, self-evaluation, research-awareness, student-confidence, gain, needs-analysis, teacher-training, academic, AP English, content-analysis, contextual, basic-skills, honors, recursive, reflection, rhetorical, skill-transfer, writing-studies, WAC, WID, Charles Bazerman, Larry Beason, Carol Berkenkotter, John Dawkins, Linda Flower, James Paul Gee, Christian Haas, John R. Hayes, Thomas N. Huckin, George Lakoff, Mark Johnson, Sondra Perl, John Swales, misunderstanding
Downs, Douglas; Elizabeth Wardle. (2007). Teaching about writing, righting misconceptions: (Re)envisioning 'First-year Composition' as 'Introduction to English Studies'. College Composition and Communication 58.4, 552-584.
While much of this article is an explication and defense of the authors' proposed 'writing about writing' pedagogy, there are explicit connections to transfer explored. Downs and Wardle address two prevalent misconceptions about FYC: that FYC can teach students 'academic writing' (a concept that defies singular definition), and that writing skills learned in FYC transfer to other writing contexts. They contend there is 'little empirical verification' of such transfer, and, in fact, some evidence to suggest that such transfer does not occur. To address these two misconceptions, the authors suggest a transformation of FYC into 'Introduction to Writing Studies,' a course that 'could teach about the ways writing works in the world' and about writing as a mediating tool. Based on the results of a pilot study with a research sample of eighty-four students in two universities, the authors conclude that this curriculum results in students' 'increased self awareness about writing,' increased confidence and improved reading ability, and increased understanding of writing (particularly research) as a conversation among writers. While not without its challenges and its critics (which are acknowledged and addressed), this curriculum, the authors assert, has the potential to increase transfer through reflective activities, a focus on abstracting generalities about writing, and increased context awareness, each of which helps students to understand how rhetorical strategies are realized in particular contexts for writing. [Robin L. Snead, 'Transfer-Ability': Issues of Transfer and FYC, WPA-CompPile Research Bibliographies, No. 18]
Keywords: FYC, pedagogy, WAW, writing-studies, objective, metacognition, activity-theory, genre-theory, curriculum, student-opinion, data, case-study, self-evaluation, research-awareness, student-confidence, gain, needs-analysis, teacher-training, academic, AP English, content-analysis, contextual, basic-skills, honors, recursive, reflection, rhetorical, skill-transfer, writing-studies, WAC, WID, Charles Bazerman, Larry Beason, Carol Berkenkotter, John Dawkins, Linda Flower, James Paul Gee, Christian Haas, John R. Hayes, Thomas N. Huckin, George Lakoff, Mark Johnson, Sondra Perl, John Swales, misunderstanding
Draper, Virginia. (1979). Formative writing: Writing to assist learning in all subject areas correctness (Curriculum publication, No. 3). Berkeley, CA: University of California, Berkeley, Bay area Writing Project [ERIC Document Reproduction Service, ED 184 115].
Keywords: write-to-learn, assignment, WAC, correctness, Bay Area Writing Project, freewriting, journal-writing, formative, subjective-area, WAC
Draper, Virginia. (1982). Formative writing: Writing to assist learning in all subject areas. In Camp, Gerald (Ed.), Teaching writing: Essays from the Bay Area writing project; University of California-Berkeley, CA: Boynton/Cook Publishers [ERIC Document Reproduction Service, ED 230 963].
Keywords: write-to-learn, WAC, content-course, pedagogy, formative, subject-area
Draper, Virginia. (1991). Can writing programs change the university? Change from the margins. ERIC Document Reproduction Service, ED 336 739.
Keywords: WAC, faculty-workshop, peer-evaluation, sociology-course, assignment, pedagogy, change, retraining, marginality, English-profession
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
du Pre, Athena. (1997). Diversity in the classroom: A case study in gender awareness. ERIC Document Reproduction Service, ED 411 552.
Keywords: gender, communications-course, classroom, discussion, WAC, assignment, diversity
Dubino, Jeanne. (2004). Orality and writing: Conducting a writing exercise in Kenya. [fulltext]. WAC Journal 15, 55-66.
Keywords: WAC, international, Africa, Kenya, speak-write, orality, pedagogy
Duffelmeyer, Barb Blakely; Anthony Ellertson. (2006). Critical visual literacy: Multimodal communication across the curriculum. [Link]. Across the Disciplines 03.
Keywords: WAC, visual, pedagogy, critical literacy, ideology, agency, multimodal, assignment, ecological
Duffelmeyer, Barb Blakely; Anthony Ellertson. (2006). Critical visual literacy: Multimodal communication across the curriculum. [Link]. Across the Disciplines 03.
Keywords: WAC, visual, pedagogy, critical literacy, ideology, agency, multimodal, assignment, ecological
Duffy Sean P.. (2005). Writing in political science. Segall, Mary T.; Robert Smart (Eds.), Direct from the disciplines: Writing across the curriculum; Portsmouth, NH: Boynton/Cook.
Keywords: WAC, political-science-course, pedagogy
Duin, Ann Hill; Steve Simmons; Elizabeth Lammers. (1996). Decision cases for writing across the curriculum (Monograph No. 4). Minneapolis, MN: The Center for Interdisciplinary Studies of Writing, University of Minnesota [full text].
The goal of the project entitled 'Decision Cases for Writing Across the Curriculum' was to use content-rich case studies in a 'writing-intensive' course. In Winter 1993, the researchers investigated the use of four 'decision cases' in 'Environment and World Food Production,' an undergraduate Animal and Plant Systems course at the University of Minnesota. Their analysis indicates that decision cases are a complex and promising tool for stimulating writing assignments in scientific courses. [from Preface]
Keywords: WAC, case-method, assignment
Duke, Charles R.. (1982). Survey of writing in various disciplines. ERIC Document Reproduction Service, ED 232 167.
Keywords: survey, teacher-opinion, WAC, teacher-student, pedagogy, FYC, requirement, advanced, needs-analysis, data
Duke, Charles R.. (1984). Integrating reading, writing, and thinking skills into the music class. ERIC Document Reproduction Service, ED 278 029.
Keywords: pedagogy, journal-writing, music, critical-thinking, read-write, music-course, WAC, integrated
Dunn, Patricia. (1992). Comment on 'Writing Utopias' [by Daniel Mahala]. College English 54.6, 731-732.
Keywords: WAC, pedagogy
Dunn, Patricia A.. (1998). Forgotten elements in writing across the curriculum: Speaking-to-learn and collaborative interdisciplinary research. Issues in Writing 09.1, 19-42.
Keywords: WAC, speak-write, write-to-learn, speak-to-learn, collaboration, interdisciplinary
Dunne, Joseph F.. (1992). Small groups as teaching/learning communities. 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.
Keywords: group, project, collaboration, WAC, two-year, small group
Dunwoody, Sharon; Ellen Wartella. (1979). A survey of the structure of science and environmental writing courses. Journal of Environmental Education 10.3, 29-36.
Keywords: WAC, science-course, environmental-science, survey, syllabus, assignment
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
Elodia Villase or, Miguel Alcal! , Ena Suseth Valladares, Miguel A. Torres, Vanessa Mercado, and Cynthia A. G mez. (2013). Empower Latino youth (ELAYO): Leveraging youth voice to inform the public debate on pregnancy, parenting and education. Community Literacy Journal 08.1, 21-39.
Youth perspectives are routinely absent from research and policy initiatives. This article presents a project that infuses youth participation, training and mentorship into the research process and teaches youth how to become policy advocates. Empower Latino Youth (ELAYO) studies the individual and systemic factors impacting sexuality and childbearing among Latino youth and seeks to reduce negative stereotypes and elevate the social standing of Latino youth. As a team-in-training, ELAYO provides adolescents, undergraduate and graduate students the opportunity to develop research skills while learning the importance of linking science to policy. This paper was developed in collaboration with Latino youth.
Keywords: public policy, collaborative research, youth sexuality, Latino, advocacy training, youth engagement, youth sexuality, health, and rights (YSHR)
Easley, Jesse J.. (1990). Literature and architecture: Spatial form and composition. In Barricelli, Jean-Pierre; Joseph Gibaldi; Estella Lauter (Eds.), Teaching literature and other arts; New York: Modern Language Association.
Keywords: WAC, architecture-course, spatial, arrangement, interdisciplinary, syllabus, objective, graphic, pedagogy
East, Mary E. (Judy). (1992). Writing to learn and co-operative learning go hand-in-hand when teaching an intro to computers class. 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.
Keywords: write-to-learn, WAC, computer-course, collaboration, two-year
Eastman, Arthur M.. (1981). The foreign mission of the university English department. ERIC Document Reproduction Service, ED 215 349.
Keywords: English-ed, department, mission, FYC, class-size, WAC, National Writing Project, school-college, faculty-workshop, Virginia Polytechnic Institute
Eastman, Arthur M.. (1981). The foreign mission of the university English department. ERIC Document Reproduction Service, ED 215 349.
Keywords: WAC, department, faculty recruitment, faculty-workshop, NWP
Eblen, Charlene. (1983). Writing across-the-curriculum: A survey of a university faculty's views and classroom practices. Research in the Teaching of English 17.4, 343-348.
Keywords: WAC, survey, faculty-opinion, pedagogy, assignment, evaluation, arrangement, elaboration, MX, data
Ede, Lisa S.. (2004). Situating composition: Composition studies and the politics of location. Carbondale: Southern Illinois University Press.
Keywords: location, place, politics, pedagogy, process, English-profession, social process, postprocess, theory, FYC, WC, WAC, ESL, service-learning, literacy, community, technology, online, cultural studies, literacy, resistance, desire, CCCC, historical studies, case study, anecdote, language, semiotics, course-design
Ediger, Marlow. (1991). Writing in the university curriculum. ERIC Document Reproduction Service, ED 337 806.
Keywords: psychology-course, WAC, objective, purpose, clarity, pedagogy, self-evaluation
Ediger, Marlow. (1999). Reading and the structure of the English language. ERIC Document Reproduction Service, ED 434 333.
Keywords: school, language-study, enactive, symbolic, iconic, pedagogy, WAC, reading
Editor. (2001). Learning throughout the curriculum. [fulltext]. Writing Program Administration 25.1-2, 7-8.
Keywords: learning, curriculum, WAC, WPA
Edwards, Alice. (1960). A matter of literacy. Educational Research Bulletin 39.1, 11-18.
Keywords: WAC, skill-level, basic-skills, needs-analysis, FYC, literacy, department responsibility, school-college, assignment, revising, paragraph
Edwards, Lynell. (2001). Writing, religion, and the complex spiritual site of evolution. [fulltext]. Language and Learning Across the Disciplines 05.2.
Grim as academia can sometimes be, few of us would own up to being in alliance with the 'dark side,' or confess to having encouraged students to engage in heretical behaviors. But the comments above from students enrolled in a seminar on evolution taught at a small, private religious college suggest that, in fact, there are considerable moral consequences associated with certain disciplinary practices. We know that what students may vaguely refer to as their 'values' or their 'belief systems' likely contributes to their reluctance to engage in Marxist and feminist critiques of capitalist culture. We know that students sometimes use the word 'sin' when confronted with questions about homosexuality and gay rights. But the ways in which students' religious values guide their participation in disciplinary discourse needs further investigation if we are to understand why a student, when enrolled in a course on evolution, would refer to academic practice as 'the dark side.' Further, what pedagogical practices best help students navigate these difficult sites for composing? What role do instructors play in modeling character and the habits of ethical discursive practice?
Keywords: WAC, WID, religion, evolutionary, value, pedagogy, science-course, spiritual, site
Edwards, Mike. (2005). The teaching and learning of Web genres in first-year composition. In Herrington, Anne; Charles Moran (Eds.), Genre across the curriculum; Logan, UT: Utah State University Press.
Keywords: genre, WAC, pedagogy, internet, FYC
Eisen, Arri. (1996). 'Disease of the Week' reports: Catalysts for writing and participation in large classes. Journal of College Science Teaching 15.5, 331-333.
Keywords: biology-course, class-size, large-class, lecture, WAC, assignment, science-writing, Disease of the Week, participation
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
Elbow, Peter. (1997). High stakes and low stakes in assigning and responding to writing. In Sorcinelli, Mary Deane; Peter Elbow (Eds.), Writing to learn:Strategies for assigning and responding to writing across the disciplines (New directions for teaching and learning, No. 69); San Francisco, CA: Jossey-Bass.
Elbow claims that low-stakes writing assignments help to facilitate learning and yield clear, even lively writing from students. They are also a useful tool because they requires less time for teachers to respond to. After distinguishing between high- and low-stakes assignments, Elbow discusses the merits of an array of teacher responses, from minimal- and low-stakes responses (merely underlining effective elements of student writing) to the more critical responses that do not seem to be very helpful to students. Students often resist commentary on their writing, if they read it at all. Elbow recommends the use of more low-stakes response because it is overall more likely to be beneficial to students. He also describes some strategies for implementing low stakes writing and response. [Thomas Mock]
Keywords: write-to-learn, WAC, low-stakes, assignment, response, high-stakes, minimal-marking, pedgogy, commenting, student-resistance
Ellis, Viv; Donna LeCourt. (2002). Literacy in context: A transatlantic conversation about the future of WAC in England. [fulltext]. Language and Learning Across the Disciplines 5.3.
This is a story of WAC efforts that are indelibly marked by national differences in higher education and institutional structures which account not only for differing statuses for WAC efforts in our respective countries, but also for, surprisingly, different conceptions about writing itself and its function in higher education.
Keywords: WAC, WID, writing across the curriculum, global, international, England, literacy
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
Elmborg, James K.. (2006). Locating the center: Libraries, writing centers, and information literacy. link to full text. Writing Lab Newsletter 30.6, 7-11.
Problematizes the separation of writing from research. Draws parallels between the institutional positioning of libraries and writing centers, both mediating between faculty and students (8). Describes results from editing a collection of case studies on relationships between writing centers and libraries. Productive partnership models include sharing spaces, developing writing & research labs/clinics, co-leading faculty development workshops, team teaching, cross-referring students, creating archives of student writing on campus, and collaborating on scholarship.[ Gwendolynne Reid, Updating the FYC-Library Partnership: Recent Work on Information Literacy and Writing Classrooms, WPA-CompPile Research Bibliographies, No. 25]
Keywords: wcenter, location, space, information-literacy, wcenter, library,wcenter-library, collaboration, cooperation, information literacy, information retrieval, library science, faculty-librarian, library, research instruction, WAC, librarian, writing tutor
Emerson, George H.. (1974). Revised system of evaluation. ERIC Document Reproduction Service, ED 111 465.
Keywords: WAC, evaluation, testing, abstract-writing, summary-writing, contrast-group, data, grading, questionnaire, student-opinion, write-to-learn
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
Emerson, Lisa; Bruce R. MacKay; Keith A. Funnell; Marion B. MacKay. (2002). Writing in a New Zealand tertiary context: WAC and action research. [fulltext]. Language and Learning Across the Disciplines 5.3.
This article explores the unique context of WAC in New Zealand Universities.
Keywords: WAC, WID, writing across the curriculum, New Zealand, global, international
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,
Epstein, Bonnie W.. (1989). Teaching freshman composition: Getting started. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 01, 88-94.
Keywords: WAC, FYC, novice-teacher, pedagogy, FYC
Epstein, Bonnie W.. (1996). Writing makes it real: Conveying the essentials of gothic fiction to a varied student audience. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 07, 27-32.
Keywords: WAC, writing-about-lit, novel, gothic, assignment
Epstein, Bonnie W.. (1997). Afterword [to Bonnie W. Epstein, 'Teaching freshman composition-getting started']. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 08, 93-95.
Keywords: WAC, FYC, novice-teacher, teacher-story, FYC
Epstein, Bonnie W.. (1997). Teaching freshman composition-getting started [reprint]. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 08, 90-92.
Keywords: WAC, FYC, novice-teacher, teacher-story, FYC
Essid, Joe. (2014). Extending an alternative: Writing centers and curricular change. Writing Lab Newsletter 38.7-8, 1-5.
Keywords: wcenter, curriculum, WAC, writing fellow, FYC, administration
Essid, Joe; Dona J. Hickey. (1998). Creating a community of teachers and tutors. 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: University of Richmond, computer, WAC, teaching fellow, peer-tutor, teleconferencing, discourse-community, tutoring
Evans, Mark; Lela Edgar. (1994). The collaborative textbook as teaching tool. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 05, 59-80.
Keywords: WAC, textbook, linked, teacher collaboration
Fader, Daniel. (1966). Hooked on books. New York: Medallion Books.
Keywords: school, WAC, reading, pedagogy
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,
Fader, Daniel. (1981). On nurturing the individual voice. http://comppile.org/archives/fforum/fforum2(2).htm [fulltext]. fforum: A Newsletter of the English Composition Board, University of Michigan 02.2, 53-54, 91.
Keywords: individual, voice, WAC, literacy, decline, curriculum
Faery, Rebecca Blevins. (1987). Women and writing across the curriculum: Learning and liberation. In Caywood, Cynthia L.; Gillian R. Overing (Eds.), Teaching writing: Pedagogy, gender and equity; Albany, NY: State University of New York Press.
Keywords: women, gender, equity, WAC, liberatory, change
Faery, Rebecca Blevins. (1993). Teachers and writers: The faculty writing workshop and writing across the curriculum. [fulltext]. Writing Program Administration 17.1-2, 31-42.
Keywords: faculty-workshop, WAC
Falke, Anne. (1982). What every educator should know about reading research. 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, reading research, review-of-scholarship, cognitive, reader-response, critique, testing, speed-reading, cloze
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.
Keywords: skill-transfer, psychology-course, WAC, pedagogy
Fannin, James A.. (1978). Student reports: How to increase their use and effectiveness. History Teacher 11.3, 361-366.
Keywords: history-course, WAC, essay, term-paper, pedagogy, guidelines
Farmer, Mary. (1992). Critical reading, writing to learn, and co-operative learning in the life science course. 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.
Keywords: write-to-learn, WAC, biology-course, critical-thinking, reading, two-year
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
Faulconer, James E.; Richard N. Williams; Dennis J. Packard. (1988). Using critical reasoning to teach writing. Teaching Philosophy 11, 229-244.
Keywords: WAC, philosophy-course, critical-thinking, write-to-learn, reasoning
Faust, Jennifer L.; Donald R. Paulson. (1998). Active learning in the college classroom. Journal on Excellence in College Teaching 09.2, 3-24.
Keywords: active-learning, large-class, lecture, WAC, listening, group, exercise, class-size
Fedderson, Kim. (1994). Limited literacies: English instruction in Ontario's community colleges. In Schryer, Catherine F.; Laurence Steven (Eds.), Contextual literacy: Writing across the curriculum; Winnipeg, Manitoba, Canada: Inkshed Publications.
Keywords: WAC, Canada, Ontario, two-year, pedagogy, literacy, limitation
Feinberg, Susan. (1979). Feedback on format improves technical writing. Engineering Education 69.4, 339-342.
Keywords: WAC, engineering-course, assignment, format, model-essay
Fell, Harriet J.; Viera K. Proulx; John Casey. (1996). Writing across the computer science curriculum. In Technical Symposium on Computer Science Education (Ed.), Proceedings of the twenty-seventh SIGCSE technical symposium on Computer science education, Philadelphia, PA; New York: Association for Computing Machinery.
Keywords: gen-ed, WAC, computer, assignment, interdisciplinary, data, pedagogy
Felter, Maryanne; Daniel F. Schultz. (1998). Network discussions for teaching western civilization. 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, Cayuga Community College, two-year, history-course, Western civilization, networked, assignment, collaboration
Ferlazzo, Paul J.. (1986). Experimenting with freshman writing. ADE Bulletin, no. 83, 25-27.
Keywords: FYC, change, Montana State University, class-size, teaching-load, WAC, wcenter, peer-tutor, collaboration, workshopping, assignment, sequence
Fernheimer, Janice; Dean Nieusma; Lei Chi; Lupita Montoya; Thomas Kujala; Andrew La Padula. (2009). Collaborative convergences in research and pedagogy: An interdisciplinary approach to teaching writing with wikis. full text. C&C Online (Fall).
Keywords: collaborative, pedagogy, researching, wiki, computer-classroom, WAC, essay-writing, engineering-course, advanced, data, survey, student-opinion, online, pedagogy
Fetterman, David M. (Ed.). (1993). Speaking the language of power: Communication, collaboration and advocacy (translating ethnography into action). London; Washington, D. C.: Falmer Press.
Keywords: communications, power, advocacy, collaboration, ethnography, translating, action
Fillion, Bryant. (1979). Language across the curriculum. McGill Journal of Education 14, 47-60.
Keywords: curriculum, LLAC [language learning across the curriculum], WAC, language, school
Filloy, Richard A.. (1982). Some classical perspectives on the role of composition in education. The Writing Instructor 01.2-3, 81-94.
Keywords: classical-rhetoric, education, WAC, curriculum, objective
Fischer, Katherine M.. (1998). Pig tales: Literature inside the pen of electronic writing. 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, pedagogy, internet, email, journal-writing, literature, sci-fi,
Fisher, Linda E.. (1996). Writing to facilitate learning in microbiology. ERIC Document Reproduction Service, ED 399 166.
Keywords: biology-course, write-to-learn, diagnosis, summary-writing, in-class, group, laity, audience, discourse-study, pedagogy, WAC
Fishman, Stephen M.. (1997). Student writing in philosophy: A sketch of five techniques. In Sorcinelli, Mary Deane; Peter Elbow (Eds.), Writing to learn:Strategies for assigning and responding to writing across the disciplines (New directions for teaching and learning, No. 69); San Francisco, CA: Jossey-Bass.
Keywords: write-to-learn, WAC, philosophy-course, pedagogy, assignment, philosophy, student-writing
Fishman, Stephen M.; Lucille McCarthy. (2002). Whose goals? Whose aspirations? Learning to teach underprepared writers across the curriculum. Logan, UT: Utah State University Press.
Keywords: basic, pedagogy, pedagogy, underprepared, WAC, University of North Carolina Charlotte, philosophy-course, ESL, African-Am, social-class, class-conflict, community, John Dewey, evaluation, grading, gradualism, student-motivation, racism, student-resistance, change, transformative, student-story
Fistek, Michelle Anne. (1994). Confessions of a 'bumpy writer'. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 05, 23-28.
Keywords: WAC, teacher-as-learner, teacher-story, response, commenting, peer-evaluation, Elaine Maimon
Fitzpatrick, Bob. (1992). Research and writing assignments that reduce fear and lead to better papers and more confident students. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 03.2, 15-24.
Keywords: WAC, apprehension, assignment, term-paper, improvement, self-confidence
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.. (1988). WAC and literacy at the University of Oklahoma: Constructing a reality takes more than writing. ERIC Document Reproduction Service, ED 309 438.
Keywords: WAC, University of Oklahoma, faculty-workshop, pedagogy, needs-analysis
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
Flanigan, Michael C.. (2002). Greta's cacophony. 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, graduate, music-course, teaching-assistant
Fletcher, Susan Laemmle. (1981). Gracing our work: Generating theory from writing across the curriculum. ERIC Document Reproduction Service, ED 218 644.
Keywords: WAC, theory, teacher-cooperation, administration, pedagogy, speculative, predicate, stative, 'to be', copulative
Flower, Linda. (2010). Going public in a disabling discourse. In Ackerman, John M.; David J. Cougan (Eds.), The public world of rhetoric: Citizen-scholars and civic engagement; Columbia, SC: University of South Carolina Press.
This article explores how students with learning disabilities (LD) create and negotiate their identities in public discourse. Flower analyzes a community-based classroom project, the Community Think Tank on Learning Disability, which involved college students in a collaboration with local high school students with LD. The goal of this project was 'Naming the LD Difference,' and the students explored the conditions, costs, and consequences of 'going public about learning disabilities.' Flower asserts that deliberative discourse in the public sphere offers a potential alternative to disabling discourses that mediatize, medicalize, and institutionalize persons with LD. By participating in deliberative discourse, persons with LD create social change through becoming rhetorical agents. [Tara Wood, Margaret Price, & Chelsea Johnson, Disability studies, WPA-CompPile Bibliographies, No. 19]
Keywords: community literacy, public sphere, collaborative, research-method, learning-disability, rhetoric, agency, self-advocacy, classroom, project
Flower, Linda; Shirley Brice Heath. (2000). Drawing on the local: Collaboration and community expertise. [fulltext]. Language and Learning Across the Disciplines 4.3.
A short history of community/university collaboration is buried in the phrase .service learning.. In the grammar of its implied narrative, the agent, actor, and source of expertise--the server--is the academy not the community. And the act of learning is more often a personal reflection by students on a broadening experience than it is a public act of shared knowledge making. But what if we attempted to turn the tables: to transform service into a collaboration with communities and learning into a problem-driven practice of mutual inquiry and literate action? And what would it take to do so? Our reflection on this issue comes in part from watching these questions come to life in an unusual forum--a community problem-solving dialogue with 180 stakeholders, including leaders in the urban community, leaders and staff from city youth organizations, and university faculty and students.
Keywords: WAC, WID, writing across the curriculum, collaboration, community service, service-learning, academy-community, academy-public, expertise
Flynn, Elizabeth. (1982). Reconciling readers and texts. 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, read-write, reader-response, readings, assignment
Flynn, Elizabeth A.. (1986). Composing response to literary texts: A process approach. 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, writing-about-lit, process, pedagogy, journal-writing, drafting, sample
Flynn, Elizabeth A.; George A. McCulley; Ronald K. Gratz. (1986). Writing in biology: Effects of peer critiquing and analysis of models on the quality of biology laboratory reports. 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, pedagogy, biology-course, peer-evaluation, imitation, text-analysis, quality, laboratory-report, student-opinion, assignment, data, criteria, sample
Ford, Julie Dyke. (2012). Integrating communication into engineering curricula: An interdisciplinary approach to facilitating transfer at New Mexico Institute of Mining and Technology. link to full text. Composition Forum 26 (Fall) [special issue].
Keywords: transfer, engineering-course, curriculum, WAC, interdisciplinary, New Mexico Institute of Mining and Technology
Forsman, Syrene. (1985). Writing to learn means learning to think. 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.
Keywords: write-to-learn, write-to-think, pedagogy, learning-theory, WAC
Foster, Edward. (1959). College English for non-major students. College English 20.8, 387-410.
Keywords: WAC, data, questionnaire, nonmajor, pedagogy
Fox, Roy F.. (1986). A saga of unsung symbols: Writing assignments across the disciplines. Journal of Teaching Writing 05.1, 133-150.
Keywords: WAC, assignment
Fralick, Katharine G.. (1997). From writing to discussion [reprint]. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 08, 68-70.
Keywords: WAC, pedagogy, discussion-preparation, write-talk
Fralick, Katherine G.. (1997). From partner and group pre-writes to discussions [afterword to Katharine G. Fralick, 'From writing to discussion']. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 08, 71-72.
Keywords: WAC, group, pre-writing, cooperative, pedagogy, discussion-preparation, write-talk
Franklin, Sharon (Ed.). (1988). Making the literature, writing, word processing connection: The best of The Writing Notebook. 2nd edition. Mendocino, CA: The Writing Notebook [ERIC Document Reproduction Service, ED 312 644].
Keywords: pedagogy, word-processing, school, style-checker, keyboard, software, cooperative learning, process, retraining, student publishing, student anthology, WAC, syllabus, module, pen-pal, computer-analysis, the Writing Notebook, word-processing
Frantz, Donald H., Jr.. (1952). Music and the writing experience. College English 14.2, 107-110.
Details the author’s attempt to arouse composition students’ interest in writing via the development of his course ‘Arts and the Writing Experience.’ Explains the author’s approach to this curriculum, including essay writing assignments, classical music study through both listening and reading articles (Chopin, Wagner, etc.), in-class discussions, and literature study (Twain). Notes similar successful approaches by other composition instructors. Enumerates the benefits of this approach: appreciation of the arts, increased honesty of student opinions in both writing and in-class discussions, reduction in grammatical errors, and recognition of ‘the meaningful experience,’ evoked by art. [Alan Blair]
Keywords: music, WAC, syllabus, assignment, discussion, writing-about-lit, liberal arts, honesty, error, gain
Frazier, Dan. (2010). First steps beyond the first year: Coaching transfer after FYC. link to full text. WPA: Writing Program Administration 33.3, 34-57.
Through an exploratory study, Frazier investigates the potential of 'alternative teaching spaces' as a bridge between the writing completed in traditional FYC courses and discipline-specific expectations for writing. Employing a combined methodology of survey, one-on-one meetings, and focus group discussions, Frazier follows eight students' transition from FYC to courses in their majors that require writing during the first semester of their sophomore year. As he coaches these students in the concepts of genre analysis, discourse communities, and meta-cognitive reflection, Frazier concludes that work with transfer strategies and cross-disciplinary discussions of writing are best located in a 'third space' environment outside of either FYC or WAC/WID courses. [Robin L. Snead, 'Transfer-Ability': Issues of Transfer and FYC, WPA-CompPile Research Bibliographies, No. 18]
Keywords: FYC, knowledge-transfer, coaching, WAC, genre-study, survey, interview, focus group, data, student-opinion, teacher-opinion, WAC, WID, 'third-space, metacognition
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
Freedman, Aviva. (1995). The what, where, when, why, and how of classroom genres. In Petraglia, Joseph (Ed.), Reconceiving writing, rethinking writing instruction; Mahwah, NJ: Lawrence Erlbaum.
Keywords: composing, learning-theory, social action, genre, situational, language acquisition, review-of-scholarship, general writing skills instruction (GWSI), academic, evaluation, epistemic, pedagogy, ethical, ideology, change, WAC
Freeman, Marjorie; Michael Murphy. (1992). History, mathematics, writing: An experience in which the whole is greater than the sum of its parts. Mathematics and Computer Education 26.1, 15-20.
Keywords: mathematics-course, WAC, historiography, syllabus, capstone
Freisinger, Diana; Jill Burkland. (1982). Talking about writing: The role of the writing lab. 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, wcenter, conferencing, sample, peer-evaluation, peer-tutor, praise, response, questioning
Freisinger, Randall R.. (1980). Cross-disciplinary writing workshops: Theory and practice. College English 42.2, 154-166.
Keywords: WAC, faculty-workshop, interdisciplinary, Britton, Polanyi, process, Piaget, development, formal operation, research,
Freisinger, Randall; Bruce Petersen. (1981). Writing across the curriculum: A theoretical background. http://comppile.org/archives/fforum/fforum2(2).htm [fulltext]. fforum: A Newsletter of the English Composition Board, University of Michigan 02.2, 65-67, 90.
Keywords: WAC, Michigan Technological University, curriculum, objective, discourse, expressive, transactional, learning-theory, development, scholarly-influence, James Britton, Louise Rosenblatt, David Bleich, Thomas Kuhn, Michael Polanyi, James Kinneavy, Janet Emig, Piaget, Ken Macrorie, Peter Elbow
Freyhofer, Horsst. (2000). I hate history papers. [fulltext]. Plymouth State College Journal on Writing Across the Curriculum 11, 47-52.
Keywords: WAC, history-course, student-opinion, assignment, term-paper
Fryer, Karen Helene. (1991). Regional geological context for a course in petrography. Journal of Geological Education 39.3, 217-220.
Keywords: geology-course, science, research-report, assignment, experiential, oral-report, WAC, regional, petrography
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, Richard. (1990). Composition theory in the eighties: Axiological consensus and paradigmatic diversity. College Composition and Communication 41.4, 409-429.
Keywords: discourse-theory, pedagogy, praxis, arrangement, MX, truth, WAC, paradigm, contextualism, audience, axiology, pedagogy, taxonomy, revisited, paradigm
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
Fulwiler, Toby. (1981). A writing across the curriculum workshop [workshop synopsis]. http://comppile.org/archives/fforum/fforum2(3).htm [fulltext]. fforum: A Newsletter of the English Composition Board, University of Michigan 02.3, 113.
Keywords: teacher-cooperation, WAC, faculty-workshop, activity, pedagogy
Fulwiler, Toby. (1981). Interdisciplinary writing workshops. College English Association Critic 43.2, 27-32.
Keywords: WAC, interdisciplinary, faculty-workshop, Michigan Technological University, expressive, process
Fulwiler, Toby. (1981). Showing, not telling, at a writing workshop. College English 43.1, 55-63.
Keywords: WAC, faculty, workshop, error, editing, journal-writing, theory, development, response, composing
Fulwiler, Toby. (1982). The personal connection: Journal writing across the curriculum. 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, journal-writing, personal, write-to-learn, assignment, sample, teacher-as-writer, teacher-log, response, commenting, evaluation
Fulwiler, Toby. (1983). Why we teach writing in the first place. http://comppile.org/archives/fforum/fforum4(2).htm [fulltext]. fforum: A Newsletter of the English Composition Board, University of Michigan 04.2, 122-133.
Keywords: back-to-basics, literacy, curriculum, communicative, expressive, school, mapping, pedagogy, critical-thinking, personal commitment, WAC
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). Reflections: How well does writing across the curriculum work?. 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, objective, efficiency, curriculum-validation, needs-analysis, terminology, faculty-resistance, turf
Fulwiler, Toby. (1986). The argument for writing across the curriculum. 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, objective, poetic, grading, evaluation, assignment, pedagogy
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. (1987). Teaching with writing. ERIC Document Reproduction Service, ED 277 021.
Keywords: pedagogy, WAC, write-to-learn, journal-writing, faculty-workshop, workshopping, composing, revising, editing, term-paper, testing, assessment
Fulwiler, Toby. (1987). Teaching with writing: An interdisciplinary workshop approach. Upper Montclair, NJ: Boynton/Cook.
Keywords: write-to-learn, WAC, interdisciplinary, workshopping, sample
Fulwiler, Toby. (1987). Writing across the curriculum: Implications for teaching literature. ADE Bulletin, no. 88, 35-40.
Keywords: WAC, pedagogy, faculty, community, implication
Fulwiler, Toby. (1989). Writing workshops and the mechanics of change. [fulltext]. Writing Program Administration 12.3, 20-Jul.
Keywords: WAC, faculty-workshop, faculty-growth
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. (1997). Writing back and forth: Class letters. In Sorcinelli, Mary Deane; Peter Elbow (Eds.), Writing to learn:Strategies for assigning and responding to writing across the disciplines (New directions for teaching and learning, No. 69); San Francisco, CA: Jossey-Bass.
Keywords: write-to-learn, WAC, peer-response, letter-writing, assignment
Fulwiler, Toby E.. (1978). Journal writing across the curriculum. ERIC Document Reproduction Service, ED 161 073.
Keywords: journal-writing, WAC, expressive, growth, write-to-learn, personal point-of-view, pedagogy, discussion, response, commenting, teacher-as-writer, self-evaluation
Fulwiler, Toby E.. (1979). Journal writing across the curriculum. In Stanford, Gene (Ed.); How to handle the paper load: Classroom practices in teaching English 1979-1980. [NCTE Committee on Classroom Practices in Teaching English Report No. 17]. Urbana, IL: National Council of Teachers of English.
Keywords: pedagogy, journal, WAC, James Britton, expressive, classroom, journal-write, problem-solving, science-writing, laboratory-log, response
Fulwiler, Toby; Art Young. (2000). Language connections: Writing and reading across the curriculum [digital reprint of 1982, National Council of Teachers of English]. Fort Collins, CO: WAC Clearinghouse http://wac.colostate.edu/books/language_connections/.
Available online as part of the Academic.Writing series, Landmark Publications in Writing Studies, Language Connections focuses on general language skills teachers in all disciplines can use 'to enhance student learning and, at the same time, reinforce the more specific language skills taught by reading, writing and speech teachers' (ix). The 12 chapters address issues including journal writing, problem solving approaches to writing, transactional writing, writing to learn, reading processes, and conferencing. An annotated bibliography is provided. [WAC Clearinghouse]
Keywords: WAC, read-write, curriculum
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
Fulwiler, Toby; Michael E. Gorman; Margaret E. Gorman. (1986). Changing faculty attitudes toward writing. 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, retraining, faculty-workshop, transformative, survey, sample, faculty-opinion, data
Fulwiler, Toby; Robert Jone. (1982). Assigning and evaluating transactional writing. 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: assignment, grading, response, WAC, essay-exam, evaluation, faculty-workshop
Fulwiler, Toby; Robert Jones. (1979). Faculty workshops in writing. Freshman English News 08.2, 3-4, 13.
Describes writing workshops geared to solicit support from colleagues, department heads, and administrators. Lists topics addressed during the workshops. Evaluates the achievements and success of having such a forum for discussion. [Sue Hum]
Keywords: workshop, faculty, WAC, topic, discussion, cooperative, needs-analysis
Fulwler, Toby. (1981). Interdisciplinary writing workshops. College English Association Critic 43.2, 27-32.
Keywords: WAC, faculty-workshop, interdisciiplinary
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
Gabriel, Susan; Donna Singleton. (1986). A selective bibliography of writing across the currisulum. ERIC Document Reproduction Service, ED 277 004. Illinois English Bulletin 74.1, 46-51.
Keywords: WAC, school, bibliography, process, theory, faculty-workshop, wcenter, pedagogy
Gahn, Shelley Mattson. (1989). A practical guide for teaching writing in the content areas. Journal of Reading 32.6, 525-531.
Keywords: WAC, process, retention, strategy, PORPE [predict, organize, rehearse, pedagogy, evaluate], arrangement, planning, rehearsal, self-evaluation, response
Gaillet, Lynee Lewis. (2009). Writing in the disciplines: America's assimilation of the work of Scottish 'pedagogic' George Jardine. [fulltext]. WAC Journal 20, 91-105.
Keywords: George Jardine, 18th-19th-century, history, WAC, WID, tecchnical-communication, peer-evaluation, Scottish, influence, Scotland-USA, Alexander Campbell, James McCosh, pedagogy
Gallagher, P. D.; L. R. Gay,. (1976). The comparative effectiveness of tests versus written exercises in a competency-based research course. ERIC Document Reproduction Service, ED 121 810.
Keywords: education-course, research-method, WAC, examination, contrast-group, pedagogy, exercise, item-analysis, student-choice, ANOVA, data, gain, write-to-learn, competency
Gamboa, Sylvia; Carl Lovitt; Angela Williams (Eds.). (1995). Proceedings of the Second National Conference on Writing across the Curriculum. Charleston, SC: College of Charleston, Administrative Services.
Keywords: WAC, abstract, proceedings, Second National Conference on Writing across the Curriculum
Gamtso, Carolyn White; Rachel Blair Vogt; Nicole Chartier; Gail Fensom; Natalie Glisson; Jennifer Jefferson; Dorothy Sherma . (2013). Research mentoring: Expanding the role of writing tutors. Writing Lab Newsletter 38.1-2, 10-13.
Keywords: wcenter, FYC, library, WAC, research-method, research-process, pedagogy, information literacy, tutor-training, research, database, collaboration, librarian
Gardner, Frederick P.; Gladys W. Abraham. (1978). A grading procedure for student writing. Teaching Sociology 06.1, 31-35.
Keywords: sociology-course, WAC, grading, review-writing, book-review, scale, interrater-reliability, teacher-rater, commenting, objectivity, teacher-cooperation, criteria, grading, paper-load, student-writing
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
Gardner, Susan; Toby Fulwiler (Eds.). (1999). The journal book: For teachers in technical and professional programs. Portsmouth, NH: Boynton/Cook Publishers.
Keywords: journal-writing, pedagogy, pedagogy, WAC, content-course
Garner, R. Michael. (1994). An efficient approach to writing across the curriculum: Microthemes in accounting classes. Journal of Education for Business 69.4, 211-216.
Keywords: WAC, microtheme, summary-writing, inductive, question-posing, assignment, paper-load, response, business-course, efficiency
Garrett, Toni. (1992). A collaborative learning project in a math survey class. 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.
Keywords: WAC, mathematics-course, group, project, collaboration, two-year
Gaudiani, Claire; Center for Applied Linguistics [Washington, D. C.]. (1981). Teaching composition in the foreign language curriculum (Language in education: Theory and practice, No. 43). ERIC Document Reproduction Service, ED 209 961.
Keywords: WAC, language-course, L2, syllabus, text-editing, journal-writing
Geddes, LaDonna McMurray. (1992). Journals as part of the learning process. ERIC Document Reproduction Service, ED 354 520.
Keywords: WAC, journal-writing, pedagogy, write-to-learn
Geller, Anne Ellen . (2011). When in Rome. link to full text . Frontiers: The Interdisciplinary Journal of Study Abroad 20 (Spring) , 155-170.
For this special issue on Study Abroad and the City, 'When in Rome' describes the development of St. John University’s Summer Faculty Writing Institute at its Prati campus in Rome and explores how faculty participants' learning experiences abroad are enriched by the institution’s deep historical and religious connection to Rome as well as the modern city of Rome. 'When In Rome' also contends that creating a scholarly, reflective space for faculty to build a learning community far from their daily life on a campus in the United States is a powerful institutional investment in both faculty development and global education. The kind of faculty study abroad discussed in 'When in Rome' can lead to new collaborations within and across departments and the development of new courses with an international perspective. As well, having experienced study abroad themselves, faculty return to their home campuses with new perspectives on their disciplines as well as the value of international experiences in cities [author abstract]
Keywords: WAC, WID, faculty-workshop, teacher-as-writer, retreat, cross-disciplinary, abroad, contextual, St. John University’s Summer Faculty Writing Institute, Prati, Rome
Geller, Anne Ellen. (2005). 'What's cool here?: Collaboratively learning genre in biology. In Herrington, Anne; Charles Moran (Eds.), Genre across the curriculum; Logan, UT: Utah State University Press.
Keywords: genre, WAC, pedagogy, biology-course, collaboration
George, Diana; Nancy Grimm. (1990). Expanded roles/expanded responsibilities: The changing nature of writing centers today. link to full text. Writing Center Journal 11.1, 59-67.
Keywords: wcenter, organizational, academy, responsibility, change, WAC
Gere, Anne Ruggles. (1977). Writing and writing. English Journal 66.8, 60-64.
Keywords: interview, student-opinion, WAC, assignment, data
Gere, Anne Ruggles. (1985). Introduction. In Gere, Anne Ruggles (Ed.), Roots in the sawdust: Writing to learn across the disciplines: Urbana, IL: National Council of Teachers of English.
Keywords: WAC, school, write-to-learn, Piaget, cognitive, development, abstraction, pedagogy, discipline-metaphor, 'bridge', field-theory
Geske, Joel. (1992). Overcoming the drawbacks of the large lecture class. College Teaching 40.4, 151-154.
Keywords: WAC, large-class, lecture, communications-course, advertising-course, oral-presentation, microtheme
Gibbons, Pauline. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.
Keywords: ESL, scaffolding, pedagogy, talk-write, WAC, listening, academic, mainstreaming
Gibson, Michelle. (1992). Alone and loving it. Journal of Teaching Writing 11.1, 119-128.
Keywords: portfolio, evaluation, WAC, teacher-opinion, needs-analysis, sample
Gibson, Sharon Slaton. (1989). Classroom communities and global coherence: A sociocognitive model for composition theory, pedagogy, and research [doctoral thesis]. Louisville, KY: University of Louisville.
Keywords: WAC, pedagogy, epistemological, constructivism, sociocognitive, model, Piaget, Bruner, Vygotsky, pedagogy
Gibson-Allen, Jeanette Anita. (1996). The writing requirements of four freshman courses: Patterns of writing across the curriculum [doctoral thesis]. Atlanta, GA: Georgia State University.
Keywords: first-year, requirement, WAC, cross-disciplinary, requirement
Giddens, Elizabeth . (2009). Saving the next tree: The Georgia hemlock project, community action and environmental literacy. Community Literacy Journal 04.1, 75-91.
abstract not published: This article describes a community effort in the north Georgia mountains to stem the spread of the hemlock woolly adelgid (HWA) infestation, which is killing eastern hemlocks throughout their range. The project has raised awareness of the problem, funds to finance research and the cultivation of predator beetles, and citizen science involvement. Participating institutions and groups quickly focused on a shared purpose and have managed the project in a manner that accommodates separate benefits to each entity. In addition, the individuals leading the project have employed a personable, respectful, and flexible contact style, which has attracted participants and appealed to volunteers. Perhaps most important, the project has enabled participants to play active roles in fighting the infestation, rather than merely requesting monetary support or long-term changes to personal behavior; research shows these latter strategies are unlikely to result in authentic understanding of environmental issues or long-term behavioral change. Paradoxically, the field work itself has enabled participants to make connections between ecological crises--such as the HWA infestation--and choices that individuals can control--such as whether or not to use non-native plants in their suburban yards. This account demonstrates strategies that can be successful in many community action initiatives and that should have particular appeal for environmental activists.
Keywords: reciprocity, community literacy, community action, advocacy, biodiversity, native plants, invasive species, environmental literacy
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
Gilson, Regina Joanna. (1990). The effect of structured writing on achievement, time, and accuracy with a general chemistry laboratory [doctoral thesis]. West Lafayette, IN: Purdue University.
Keywords: WAC, chemistry, science-laboratory, laboratory-report, structured, improvement, pedagogy, accuracy
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
Giordano, Gerard. (1978). A modular lesson for writing research papers in content area classes. ERIC Document Reproduction Service, ED 176 219.
Keywords: term-paper, pedagogy, module, content-course, WAC
Giroux, Henry A.. (1978). Writing and critical thinking in the social studies. Curriculum Inquiry 08, 291-310.
Keywords: WAC, social-studies-course, critical-thinking, write-to-learn, materials, social
Givens, Karolyn Whittlesey. (1990). Facilitating the cognitive growth of baccalaureate nursing students: Using writing strategies for thinking and cognitive development [doctoral thesis]. Blacksburg, VA: Virginia Polytechnic Institute and State University.
Keywords: WAC, nursing, growth, cognitive, strategy, critical-thinking, development
Givens, Stuart; Sheldon Halpern; Elmer Spreitzer. (1978). Who can evaluate writing?. College Composition and Communication 29.4, 396-397.
Keywords: academic, evaluation, assessment, commenting, reliability, proficiency, leniency, MX, teacher-rater, interrater-reliability, disciplinarity, non-department, WAC, faculty, data
Glade, Fiona; Diane Kelly-Riley; Susan McLeod; William Condon. (2001). Faculty opinion and experience: The writing portfolio. 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, faculty-opinion, WAC, data, portfolio
Gladstein, Jill. (2008). Conducting research in the gray space: How writing associates negotiate between WAC and WID in an introductory biology course. [fulltext]. Across the Disciplines 05.
Keywords: WAC, teaching fellow, WAC, Swarthmore College, biology-course, case-study, ethnographic, peer-tutor, WID, symbiotic, introductory
Glass, Matthew. (1993). Citizens against the MX: Public languages in the nuclear age. Champaign, IL: University of Illinois Press.
Keywords: public, citizenship, advocacy, group, history, political, missile sites, Habermas,
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
Goldberg, Dorothy. (1983). Integrating writing into the mathematics curriculum. Two-Year College Mathematics Journal 14.5, 421-424.
Keywords: WAC, mathematical, faculty, essay-exam, response, integrated
Goldblatt, Eli. (2007). Because we live here: Sponsoring literacy beyond the college curriculum. Cresskill, NJ: Hampton Press.
Using Saul Alinsky's community organizing methods and Dewey's progressive education models, the author shows how university writing programs can treat community writing needs as a central focus of their programmatic work. Chapters 1-4 focus on a set of connections between the Temple University writing program and local high schools, a community college, and community groups, analyzing the writing conflicts inherent in such issues as transfer, curriculum continuity, and funding. Chapters 5 and 6 analyze the movement of literacy problems and possibilities among the sites detailed in the first half of the book. The author proposes moving beyond WAC/WID to Writing Beyond the Curriculum (WBC), so that writing programs can see their institutions as 'one among many' writing actors in local settings, a frame which students, too, must develop in order to truly understand writing as a social act. [Rebecca Lorimer]. [Rebecca Lorimer & David Stock, Service Learning Initiatives: Implementation and Administration; WPA-CompPile Research Bibliographies, No. 13].
Keywords: service-learning, community literacy, Temple University, community-service, extracurricular, college-community, school-college, WAC, John Dewey, Sharon Crowley, New London Group, FYC, placement, basic, vocational, two-year, Saul Alinsky, activism, grant-writing, skill-transfer
Goldbort, Robert Charles. (1989). Scientific writing and the college curriculum [doctoral thesis]. East Lansing, MI: Michigan State University.
Keywords: science-writing, WAC, curriculum, plain style, plain English, history, pedagogy
Goldstein, Gary S.. (1993). Using a group workshop to encourage collaborative learning in an undergraduate counseling course. Teaching of Psychology 20.2, 108-110.
Keywords: counseling-course, WAC, collaboration, workshopping, group, undergraduate
Good, Jennifer. (2012). Crossing the measurement and writing assessment divide: The practical implications of inter-rater reliability in faculty development. full text. WAC Journal 23, 19-30.
Keywords: evaluation, WAC, interrater-reliability, faculty-growth, novice-expert, data, faculty-workshop, teacher-opinion, rubric, analytical
Goodell, Rae. (1978). Should scientists be involved in teaching science writing and if so, how?. ERIC Document Reproduction Service, ED 165 163.
Keywords: science-writing, teacher-competency, survey, curriculum, WAC, technology, technical-writing, data, journalism-course, scientist
Goodman, Marshall R.; Susan Lanser. (1987). The teaching of writing in political science: Defining a stronger disciplinary role. Teaching Political Science 14.2, 60-66.
Keywords: political-science-course, WAC, critical-thinking, inquiry, guidelines, pedagogy
Gopen, George. (2005). Why so many bright students and so many dull papers? Peer-responded journals as a partial solution to the problem of the fake audience. [fulltext]. WAC Journal 16, 22-48.
Keywords: WAC, peer-evaluation, student-response, journal-writing, audience, authentic
Gordon, Douglas K.; Judith D. Mercier. (1996). Attributional style and the freshman writer. ERIC Document Reproduction Service, ED 397 444.
Keywords: pre-post, data, gain, quality, FYC, Martin Seligman, depression, psychology, personality style, Attributional Style Questionnaire, self-efficacy, hopefulness, predictive, causal attribution, style
Gordy, Laurie; Alexandria Peary. (2005). Bringing creativity into the classroom: Using sociology to write first-person fiction. Teaching Sociology 33.4, 396-402.
Keywords: WAC, sociology-course, assignment, creative-writing, first-person, fiction-writing, pedagogy
Gorini, Catherine A.. (1991). An integrated program of writing and speaking in the undergraduate mathematics curriculum. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies 01.3, 244-252.
Keywords: mathematical, curriculum, ESL, Maharishi International University , speak-write, WAC, integrated, undergraduate
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
Gorovitz, Samuel. (1979). Taped commentary on student writing. Teaching Philosophy 03, 189-195.
Keywords: WAC, philosophy-course, public policy, ethical, response, commenting, audiotape, evaluation, sample, student-writing, audioresponse
Gorrell, Donna. (1987). Writing across the curriculum in adult basic education. ERIC Document Reproduction Service, ED 281 217.
Keywords: adult-ed, WAC, freewriting, topic, disability, pedagogy, GED, revising
Gottschalk, Catherine K.. (2011). Writing from experience: The evolving roles of personal writing in a writing in the disciplines program. full text. Across the Disciplines 08.1.
Gottschalk, a professor in the English department at Cornell, traces the history of the English 135 course offered at that university. Initially called Writing from Experience, the course began in the sixties as a way for students to eliminate the inherent limitations of writing in a particular genre. Gottschalk discusses the pedagogical evolution of the course, focusing on the politics of the academy since the sixties. She details each stage of the course’s development, as the English department transitioned into a genre-specific Writing in the Disciplines program. The course is no longer offered as a separate entity, but instead has been incorporated into the WID program, and the latter half of her article is devoted to analyzing the intersection of WID courses and expressivist writing. She advocates for keeping the essence of the English 135 course in current introductory writing courses, and she defines this essence as a balance of the personal and the professional in academic writing. By presenting anecdotal examples of courses offered at Cornell that blend the personal and the academic, she demonstrates how professors can incorporate both aspects of writing in their classes.
Keywords: WAC, WID, Cornell University, history, 20th-century, 'Writing from Experience', first-year seminar, personal experience
Gottschalk, Katherine K.. (1984). Writing in the non-writing class: 'I'd love to teaching writing, but...'. In Bogel, Fredric V.; Katherine K. Gottschalk (Eds.), Teaching prose: A guide for writing instructors; New York: Norton.
Keywords: WAC, pedagogy, class-size, write-to-learn
Gottschalk, Katherine K.. (1991). Training TAs across the curriculum to teaching writing: Embracing diversity. In Nyquist, Jody (Ed.), Preparing the professoriate to teach: Selected readings in TA training; Dubuque, IA: Kendall/Hunt.
Keywords: TA-training, WAC, pedagogy, diversity
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). 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
Gould, Christopher; Kathleen Gilstrap. (1983). Planning an on-campus workhop in graphics and technical writing. College English Association Forum 13.3-4, 21-23.
Keywords: graphic, techcom, workshop, WAC, cross-campus
Grabau, Larry J.; Patricia S. Wilson. (1995). Jumping on thin ice: Values argument writing assignment for a large enrollment plant science class. Journal of Natural Resources and Life Sciences Education 24.2, 185-189.
Keywords: biology-course, plant science, class-size, large-class, lecture, library skills, argumentation, WAC, assignment
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
Graham, Steven; Kevin R. Harris. (1989). A components analysis of cognitive strategy instruction: Effects on learning disabled students' compositions and self-efficacy. Journal of Educational Psychology 81, 353-361.
Keywords: self-efficacy, learning-disability, factor-analysis, pedagogy, cognitive strategy, metaconsciousness, self-reflecion
Grasmuck, Sherri; Susan Hyatt. (2003). Sequencing writing across liberal arts majors. Peer Review 06.1, 18-20.
Keywords: curriculum, WAC, sequence, humanities, social-science
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
Graves, Maribeth; Meg Peterson. (1996). Seeing beyond the student to the writer: Disentangling the writing teacher's conflicting roles. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 07, 79-88.
Keywords: WAC, teacher-student, authorship, pedagogy, teacher-role
Graves, Roger; Theresa Hyland; Boba M. Samuels. (2010). Undergraduate writing assignments: An analysis of syllabi at one Canadian college. Written Communication 27.3, 293-317.
Keywords: syllabus-analysis, Canada, assignment, text-analysis, data, mean, assignment-length, genre, term-paper, WAC, undergraduate
Gray, Donald J.. (1988). Writing across the college curriculum. Phi Delta Kappan 69.10, 729-733.
Keywords: WAC, history-course, essay-exam, write-to-learn, assignment, pedagogy
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, David B.; Virginia S. Lee; J. Douglas Wellman. (2004). Inquiry-guided learning at North Carolina State University: A brief history. In Lee, Virginia S. (Ed.), Teaching and learning through inquiry: A guidebook for institutions and instructors; Sterling, VA: Stylus.
Keywords: inquiry-based, pedagogy, North Carolina State University, history, WAC
Greene, Gary Lynn. (1999). Writing self-efficacy, gender, aptitude, and writing achievement among freshman university students [doctoral thesis]. Tuscaloosa, AL: University of Alabama.
Keywords: gender-difference, University of Alabama, FYC, predictive, background, aptitude, self-efficacy, improvement, aptitude
Greene, Stuart. (1993). The role of task in the development of academic thinking through reading and writing in a college history course. Research in the Teaching of English 27.1, 46-75.
Keywords: task, term-paper, problem-solving, mode, history-course, contrast-group, think-aloud, protocol-analysis, reading-log, writing-log, contextual, data, frequency, WAC
Greene, Stuart. (2001). The question of authenticity: Teaching writing in a first-year college history of science class. Research in the Teaching of English 35.4, 525-569.
Keywords: science-course, historical, first-year, WAC, student-opinion, think-aloud, protocol-analysis, comparison, contextual, historiography, interpretive, rhetorical, assignment, data, sample, authenticity
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.
Keywords: FYC, WAC, study-longitudinal, data, interview, student-writing, pedagogy, cognitive, literacy-narrative, activity rhetorical-theory, social-science, cognitive science, narrative-writing, expository-writing, argumentative-writing, interpretive-writing, sample essay, claim, assignment, social-context, case study, function-writing, discourse-community
Greene, Stuart; Rebecca Schoenike Nowacek. (2000). Can writing be taught? Being 'explicit' in the teaching and learning of writing across the discipline. In Goggin, Maureen Daly (Ed.), Inventing a discipline: Rhetoric scholarship in honor of Richard E. Young; Urbana, IL: National Council of Teachers of English.
Keywords: WAC, pedagogy, explicitness, learning-theory
Greenes, Carole; Linda Schulman ; Rika Spungin. (1992). Stimulating communication in mathematics. Arithmetic Teacher 40, 78-82.
Keywords: WAC, mathematics-course, pedagogy
Gribbin, William G.. (1991). Writing across the curriculum: Assignments and evaluations. The Clearing House 64.6, 365-368.
Keywords: WAC, assignment, evaluation
Griffin, Barbara J.. (1989). Writing-across-the-curriculum techniques in the computer classroom. Computer-assisted Composition Journal 04.1, 1-7.
Keywords: computer, classroom, WAC, student-response
Griffin, C. W.. (1983). A process of critical thinking: Using writing to teach many disciplines. Improving College and University teaching 31.3, 121-128.
Keywords: WAC, write-to-learn, theory, assignment, revising, pedagogy, evaluation
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. Williams. (1982). Final synthesis: But what do I do tomorrow?. In Griffin, C. Williams (Ed.); Teaching writing in all disciplines (New Directions for Teaching and Learning No. 12); San Francisco, CA: Jossey-Bass Inc., Publishers.
Keywords: WAC, pedagogy
Griffin, C. Williams (Ed.). (1982). Teaching writing in all disciplines (New directions for teaching and learning, No. 12). San Francisco, CA: Jossey-Bass.
The development of Writing-across-the-Curriculum programs has been an effort to make writing an integral part of the learning process in all courses. This effort reinforced the shift in composition pedagogy from a product to a process orientation because the learning process and the writing process work together. Writing across the Curriculum has also promoted collaborative-learning techniques. Process pedagogy requires many drafts and much feedback, and small groups of students can provide each other with audience feedback that may be even more valuable than the teacher's responses. Writing-across-the-Curriculum programs are helping students find 'an authentic voice in the community of educated people. (Bedford Bibliography) [WAC Clearinghouse]
Keywords: WAC, process-product, collaborative, drafting, group
Griffin, Jo Ann. (2007). Making connections with writing centers. In Selfe, Cynthia L. (ed.), Multimodal composition: Resources for teachers; Cresskill, NJ: Hampton Press.
Keywords: composition-multimodal, wcenter, WC, WAC, WID, CAC, conferencing, sample assignment,
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
Grinols, Anne Bradstreet (Ed.). (1984). Critical thinking: Reading across the curriculum. Ithaca, NY: Cornell University Press.
Keywords: critical-thinking, WAC, reading, pedagogy
Grisdale, Ernie. (1992). Critical thinking through writing in chemistry. In Penney, Nancy (Ed.); Lord Fairfax Community College; Thinking through writing: Lord Fairfax Community College, 1990-1992; ERIC Document Reproduction Service, ED 353 016.
Keywords: write-to-learn, critical-thinking, WAC, two-year, chemistry-course
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
Grodnick, Joan Rosalsky. (1996). Self-esteem and writing achievement. ERIC Document Reproduction Service, ED 395 311.
Keywords: Union County College, FYC, self-concept, self-efficacy, quality, correlation, data, Coopersmith Self-Esteem Inventory, grades
Grossman, Frances Jo; Brenda Smith; Cynthia Miller. (1993). Did you say 'write' in mathematics class?. Journal of Developmental Education 17.1, 2-4, 6, 35.
Keywords: mathematics-course, WAC, examination-success, contrast-group, data, current-traditional, problem-solving, Georgia State University
Gudykunst, William B.; S. Ting-Toomey; R. L. Wiseman. (1991). Taming the beast: Designing a course on intercultural communication. Communication Education 40.3, 272-285.
Keywords: communications-course, intercultural, assignment, interviewing, WAC, intercultural
Gulla, Amanda; Limor Pinhasi-Vittorio; Andrea Zakin. (2009). Exploring relationships between aesthetic education and writing across the curriculum using poetry. [fulltext]. Across the Disciplines 06.
Three professors in three different education departments within their college's Division of Education found that combining two different approaches to learning in two university-wide faculty development programs in which they participated, Writing Across the Curriculum (WAC) and Lincoln Center Institute's aesthetic education program, not only enhanced each pedagogical approach but also provided an integrated inquiry process that deepened teacher candidates' understanding of the craft and methods of teaching. In this article, they share the benefits of integrating WAC and aesthetic education in their respective courses, by highlighting different vignettes of their classrooms where poetry serves as the vehicle for this integrated inquiry process involving the arts.
Keywords: WAC, interdisciplinary, education-department, aesthetic, arts, poetry, pedagogy, poetry
Gunn, Alastair S.. (1979). Writing philosophical essays: Guidance notes for students. Teaching Philosophy 03, 203-211.
Keywords: WAC, philosophy-course, essay-writing, assignment, support, reasoning, philosophy
Gunn, Amanda M.. (2007). Relational communication as a central focus for the 'Communication Across the Curriculum' initiative. [Link]. Across the Disciplines 04.
Amanda Gunn argues that the CAC national discourse is disproportionately focused on basic communication skill development. She offers CAC program leaders and practitioners a relational communication approach as an alternative. A practical applications section suggests ways a CAC program might implement a Relational Communication Across the Curriculum (RCAC) model in faculty development initiatives. (Published August 10, 2007) [WAC Clearinghouse]
Keywords: CAC, WAC, communication across the curriculum, faculty development, professional development, relational communication across the curriculum, initiative
Gunning, Bruce; Joan D. Gailey. (1994). Incorporating writing into the accounting curriculum. Issues in Writing 07.1, 49-61.
Keywords: WAC, accounting, curriculum
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
Gwiasda, Karl E.. (1984). Of classrooms and contexts: Teaching engineers to write wrong. IEEE Transactions on Professional Communication 27.3, 149-151.
Keywords: engineering-course, pedagogy, WAC, standards, techcom, correctness
Hadaway, Nelda H.. (1992). Using writing to teach and learn geometry [doctoral thesis]. Atlanta, GA: Georgia State University.
Keywords: WAC, geometry, write-to-learn, constructivism
Hafernik, Johnnie Johnson; Fredel M. Wiant. (2012). Integrating multilingual students into college classrooms: Practical advice for faculty. London: Multilingual Matters.
Keywords: ESL, pedagogy, unprepared, guidelines, WAC, mainstreaming, multilingual, academic-success
Haggan, Madeline. (1993). Actual and self-perceived spelling accuracy in Kuwaiti EFL students: Some practical and theoretical implications. TESL Canada Journal 10.2, 55-70.
Keywords: spelling, ESL, EFL, Kuwait, Arabic-English, self-evaluation, accuracy, data, pedagogy, implication, accuracy, self-perception, self-efficacy
Halbert, Janet. (1988). Writing for the real world: A resume writing course for vocational-technical students. 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, techcom, vocational, assignment, resume-writing, real-world
Hale, Gordon A.. (1996). A study of writing tasks assigned in academic degree programs (TOEFL Research Report No. 54). Princeton, NJ: Educational Testing Service.
Keywords: survey, WAC, academic, task, assignment, data, ESL, research-report
Hall, Jonathan. (2005). Plagiarism across the curriculum: How academic communities can meet the challenge of the undocumented writer. [Link]. Across the Disciplines 02.
Jonathan Hall argues that there is 'a specifically WAC/WID approach to plagiarism' that can help us reduce plagiarism, help students incorporate sources into their writing effectively and honestly, and improve learning. (Published February 9, 2005) [WAC Clearinghouse]
Keywords: WAC, WID, plagiarism, pedagogy, pedagogy, discourse-community
Hall, Jonathan. (2006). Toward a unified writing curriculum: Integrating WAC/WID with freshman composition. [fulltext]. WAC Journal 17, 5-22.
Identifies points of contention between WAC and composition studies. Argues that instructors of both freshman composition and WAC should think in terms of the development of writing in the larger frame of students’ academic careers. Proposes a Unified Writing Curriculum to reflect the trajectories of students as writers from freshman composition through senior year. In this curricular approach, all instructors will have a unified and coherent approach to writing and writing competency as featured course goals. The intended outcome of this approach is a smooth succession of experiences with writing instruction for students rather than a disjunctive collection of writing pedagogies. Concludes that the focus of freshman composition should be assisting students with the transition to discipline-specific writing at the introductory level and that faculty in the disciplines should recognize the needs of post-composition students making this transition, all of which can be facilitated by the common approach to writing pedagogy of the Unified Writing Curriculum. [Lauren Williams]
Keywords: WAC, FYC, WID, curriculum, sequence, advanced, integrated, career, college-span, objectivve, 'unified writing curriculum', disciplinary, integrated
Hall, Jonathan. (2009). WAC/WID in the next America: Redefining professional identity in the age of the multilingual majority. [fulltext]. WAC Journal 20, 33-49.
Drawing from data depicting the fast rise of linguistically diverse students in k-12 and in higher education, as well as the trend toward globalization in the workplace, Hall calls for WAC administrators to prepare for this ‘New America’ by shifting faculty development programming to be inclusive of second language writing. Hall provides areas of L2 writing research useful to WAC administrators for educating themselves on working with L2 writers as well as enrich faculty development programming to be inclusive of L2 writing issues. [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, pedagogy, transformative, multilingual, WID, diversity, ESL, data, teacher-growth, identity, majority
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
Hallet, Rhonda. (1997). Promoting language skills through collaboration between content lecturers and language specialists. In Golebiowsky, Zofia; Helen Borland (Eds.), Academic communication across disciplines and cultures: Selected proceedings of the National Conference on Teritary Literacy: Research and Practice (Vol. 2); Melbourne, Australia: Victorial University of Technology Press.
Keywords: WAC, teacher-cooperation, pedagogy, lecturer, content-course, ESL specialist
Halpern, Sheldon; Elmer Spreitzer; Stuart Givens; Bowling Green State University. (1977). Evaluation of student writing: A comparative study. ERIC Document Reproduction Service, ED 157 434.
Keywords: assessment, interrater-reliability, WAC, Bowling Green State University, exit-exam, FYC, data, frequency, correlation, cross-disciplinary, student-writing
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
Halter, Ellen Kuper. (1999). Defining communities of practice: Two sites of undergraduate journalism [doctoral thesis]. Detroit, MI: Wayne State University.
Keywords: journalism, curriculum, WAC, praxis, undergraduate
Hamilton, David. (1980). Interdisciplinary writing. College English 41.7, 780-796.
Keywords: WAC, interdisciplinary, curriculum, intensive, FYC, discovery, write-to-learn
Hamilton, Sharon. (2002). Showdown at Midwestern U: The first-year composition war between English and economics. 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, cross-disciplinary, evaluation, criteria, FYC, economics-department, faculty dispute, Midwest
Hamilton, Sharon; Robert H. Orr. (2001). Writing to learn quantitative analysis: Doing numbers with words works!. [fulltext]. Plymouth State College Journal on Writing Across the Curriculum 12, 49-61.
Keywords: WAC, mathematics-course, write-to-learn, pedagogy, quantitative
Hammons-Bryner, Sue; Bobbie Robinson. (1994). Excitement in core curriculum classes. College Teaching 42.3, 97-100.
Keywords: learning-community, interdisciplinary, team-teaching, two-year, history-course, literature-course, student-motivation, enthusiasm, syllabus, WAC, core-curriculum
Hampson, Norman. (1989). Tutorials. History Teacher 22.3, 239-244.
Keywords: history-course, tutorial, lecture, student-centered, write-to-learn, WAC, tutoring, tutorial
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
Hanft, Shelden. (1971). A variation on the term paper: The 'slice of life'. History Teacher 05.1, 37-43.
Keywords: history-course, WAC, term-paper, biography, imagination, historiography, assignment, variation
Hansen, Kristine. (1987). Relationships between expert and novice performance in disciplinary writing and reading. ERIC Document Reproduction Service, ED 283 220.
Keywords: WAC, multidisciplinary, novice-expert, discourse-community, FYC, convention, invention, arrangement, style, academic, sociological, evaluation, teacher-rater, cross-disciplinary, ranking, data, correlation
Hansen, Michele J.; Susan G. Meshulam; Brooke N. Watson. (2010). Assessing the effectiveness of a learning community course designed to improve the math performance of first-year students. Journal of Learning Community Research 05.1.
Keywords: WAC, learning-community, linked, mathematics-course, first-year, course-validation, data
Hardcastle, Gary L.; Valeria Gray Hardcastle. (1998). Electronic communities in philosophy classrooms. 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, philosophy-course, networked, student-response, software, philosophy
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
Harley, Katherine Howland. (1981). Theory and practice of writing across the curriculum: Humanities/composition link at Saginaw Valley State College, 1977-1980 [doctoral thesis]. Ann Arbor, MI: University of Michigan.
Keywords: WAC, theory, pedagogy, Saginaw Valley State College
Harries, Muriel. (1998). Using computers to expand the role of writing centers. 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, wcenter, email, teleconferencing, OWL, funding, staff
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, June. (1991). Reader response logs as a learning device in literature classes. ERIC Document Reproduction Service, ED 349 543.
Keywords: reading-log, reader-response, writing-about-lit, literature-course, WAC, text-analysis, data, gain, write-to-learn
Harris, Muriel. (1999). A writing center without a WAC program: The de facto WAC center/writing center. 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, political, pedagogy
Harris, Muriel; Kathleen Blake Yancey. (1980). Beyond freshman comp: Expanded uses of the writing center. link to full text. Writing Center Journal 01.1, 41-49.
Keywords: wcenter, FYC, upper-division WAC
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
Harrison, Suzan. (1995). Portfolios across the curriculum. [fulltext]. Writing Program Administration 19.1-2, 38-49.
Keywords: WAC, portfolio
Hartman, Janet. (1990). Integrating writing activities in computer science assignments. Computer-assisted Composition Journal 05.1, 1-7.
Keywords: computer-science-course, assignment, WAC, integrated
Hartman, Joan E.. (1983). Writing across the curriculum: Ease and dis-ease in Zion. ADE Bulletin, no. 74, 37-43.
Keywords: WAC, crisis, basic, College of Staten Island of CUNY
Hartman, Virginia. (1992). Thinking through writing in business. In Penney, Nancy (Ed.); Lord Fairfax Community College; Thinking through writing: Lord Fairfax Community College, 1990-1992; ERIC Document Reproduction Service, ED 353 016.
Keywords: write-to-learn, critical-thinking, WAC, two-year, bizcom
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
Hass, Michael; Jan Osborn. (2007). An emic view of student writing and the writing process. [Link]. Across the Disciplines 04.
Michael Hass and Jan Osborn use a Solution Focused Brief Therapy (SFBT) approach, which determines solutions to problems from moments of strength, as a model for studying what student writers believe constitutes good writing and what strategies most effectively help them produce high quality writing. The student responses provide an opportunity to design writing assignments that empower students to join the conversation in various discourse communities. (Published August 13, 2007) [WAC Clearinghouse]
Keywords: solution focused brief therapy, WAC, pedagogy, data, process, student-writing
Haswell, Richard. (2002). Whatever things are true: A scenario in four acts. 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, evaluation, portfolio, cross-disciplinary, standards, truth, criteria
Haswell, Richard. (2006). The complexities of responding to student writing; or, looking for shortcuts via the road of excess. [Link]. Across the Disciplines 03.
Responding to student writing in a formative way is time consuming for teachers in every discipline. Shortcuts such as correction symbols and checksheets are common, but how effective are they? In this article, Richard Haswell surveys the research into teacher response, using a discourse-activity model to cover all major aspects, and finds complications everywhere. He argues that the complexity of response cautions teachers about shortcuts yet also suggests ways to cull or revamp them. (Published November 9, 2006) [WAC Clearinghouse]
Keywords: response, WAC, WID, discourse-activity, pedagogy, feedback, excess, comment, student-writing
Hatmaker, Elizabeth A.. (2003). City confidential: On the lyric mapping of urban space. [fulltext]. Language and Learning Across the Disciplines 6.2.
Keywords: WAC, WID, writing across the curriculum, urban, poetry, lyric, urban
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.
Keywords: WAC, ethnographic, discourse-community, business-college, accounting, finance-course, anthropology, evaluation, criteria, pedagogy
Haviland, Carol Peterson. (1985). Writing centers and writing-across-the-curriculum: An important connection. link to full text. Writing Center Journal 05.2-06.1, 25-31.
Keywords: wcenter, WAC, critical-thinking
Hawisher, Gail E.; Charles Moran. (1997). Responding to writing on-line. In Sorcinelli, Mary Deane; Peter Elbow (Eds.), Writing to learn:Strategies for assigning and responding to writing across the disciplines (New directions for teaching and learning, No. 69); San Francisco, CA: Jossey-Bass.
Keywords: write-to-learn, WAC, response, computer, online
Hawisher, Gail E.; Michael A. Pemberton. (1998). Writing across the curriculum encounters asynchronous learning networks. 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: networked, computer, WAC, asynchronous, English-ed, pedagogy, techcom, online-workshopping, assignment
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
Hayes, Christopher G.; Michele L. Simpson; Norman A. Stahl. (1994). The effects of extended writing on students' understanding of content-area concepts. Research and Teaching in Developmental Education 10.2, 13-34.
Keywords: write-to-learn. WAC, data, contrast-group, PORPE (predict, organize, rehearse, pedagogy, evaluation), POARE (predict, organize, answer, rehearse, evaluation), essay-exam, gain, holistic, time-series, evaluation, arrangement, planning, rehearsal, self-evaluation
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
Haynes, Carolyn; Shevaun Watson. (2009). Preparing liberal arts faculty to teach writing: A contextual-developmental model of faculty development. In Post, Joanna Castner; James A. Inman (Eds.), Composition(s) in the new liberal arts; Cresskill, NJ: Hampton Press.
Keywords: faculty-training, retraining, WAC, liberal arts, pedagogy, model, teacher-growth, contextual, developmental
Hays, Janice N.. (1980). The development of discursive maturity in college writers. ERIC Document Reproduction Service, ED 225 174.
Keywords: development, William Perry, Skidmore College, stage, FYC, t-unit, elaboration, diction, maturity, measurement, evaluation, WAC, heuristic
Heald, Bruce D.. (1996). Working tools of the craft. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 07, 49-52.
Keywords: WAC, FYC, syllabus, student-motivation, creativity
Healy, Dave; Murray Jensen. (1996). Using feedback groups and an editorial board in a WAC classroom. Teaching English in the Two-Year College 23.1, 57-63.
Keywords: peer-evaluation, edit group, editorial board, WAC, two-year, pedagogy
Healy, Mary K.. (1981). About writing across the curriculum [book review]. [full text]. The Quarterly of the National Writing Project 04.1, 14.
Keywords: Science, Volume 4 of Language Teaching and Learning, by Clive Carre, WAC, school, Britain, science-course
Heaslip, Penny. (1992). Creating the thinking practitioner: Critical thinking in clinical practice. ERIC Document Reproduction Service, ED 354 822.
Keywords: WAC, nursing, medical, critical-thinking, write-to-learn, exercise, pedagogy
Heckelman, Ronald J.; Will-Matthis Dunn III. (2003). Models in algebra and rhetoric: A new approach to integrating writing and mathematics in a WAC learning community. [fulltext]. Language and Learning Across the Disciplines 6.3.
This paper documents an ongoing experiment designed to integrate the teaching of college algebra and college rhetoric and writing at Montgomery College in Conroe, Texas. These are the first two college-level math and English courses that students take within the college's core curriculum. Our approach focuses on the concept of models and model building and might be easily adapted to a variety of math and writing classes. We believe we have maintained the necessary rigor of both disciplines while providing a foundation which links them.
Keywords: WAC, WID, writing across the curriculum, mathematics-course, learning-community, writing to learn, algebra, integrated
Hedley, Carolyn N.; Patricia Antonacci; Mitchell Rabinowitz (Eds.). (1995). Thinking and literacy: The mind at work. Hillsdale, NJ: Erlbaum.
Keywords: critical-thinking, creativity, WAC, reflexivity, personal, interaction
Hedley, Jane; Jo Ellen Parker. (1991). Writing across the curriculum: The vantage of the liberal arts. ADE Bulletin, no. 98, 22-28.
Keywords: Bryn Mawr, WAC, FYC, liberal arts, constructivism, community
Hegtvedt, Karen A.. (1991). Teaching sociology of literature through literature. Teaching Sociology 19.1, 1-12.
Keywords: sociology-course, critique, literature, writing-about-lit, syllabus, WAC
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
Henry, James M.. (1990). What are these authors? A narratological analysis of writing and response in a graduate landscape architecture course [doctoral thesis]. Philadelphia, PA: University of Pennsylvania.
Keywords: graduate, landscape-architecture, techcom, response, narratology, authorship, authority, WAC, landscape
Henry, Jim. (1994). A narratological analysis of WAC authorship. College English 56.7, 810-824.
Keywords: authorship, narratology, implied-author, WAC, discourse-analysis, assignment, pedagogy, personal,
Henry, Jim; Holly Huff Bruland; Jennifer Sano-Franchini. (2011). Course-embedded mentoring for first-year students: Melding academic subject support with role modeling, psycho-social support, and goal setting. full text. International Journal for the Scholarship on Teaching and Learning 05.2, 1-22.
This article examines a mentoring initiative that embedded advanced students in first-year composition courses to mentor students to excel to the best of their abilities. Mentors attended all classes along with students and conducted many out-of-class individual conferences, documenting each of them using program-implemented work logs. Four hundred four first-year students provided end-of-term anonymous feedback on standardized forms, which were transcribed, digitized, and tabulated for analysis. Analysis showed that the mentoring was effective in providing the four constructs key to mentoring as identified by Nora and Crisp (2008): psychological/emotional support; support for setting goals and choosing a career path; academic subject knowledge support aimed at advancing a student's knowledge relevant to his or her chosen field; specification of a role model.
Keywords: WAC, mentoring, FYC, interdisciplinary, tutoring role-model, ancillary, curriculum, teaching fellows, data, tutoring, support, social
Henry, Jim; Lehua Ledbetter. (2011). Teaching intellectual teamwork in WAC courses through peer review. full text. Currents in Teaching and Learning 03.2 , 4-21.
Because faculty outside of composition studies may be less familiar with teaching techniques for peer review, this teaching report provides an introduction to the literature on peer review and a review of WAC sources supporting its use. Against the backdrop of this introduction, we offer a case study of our own approach when teaching introductory composition, with excerpts from students' written performances to illustrate the processes and to support our claims about its efficacy. An appended table offers our step-by-step process for positioning students to review their peers' writing; this process can be adapted to other disciplines and other goals [author abstract]
Keywords: peer-review, WAC, cooperative learning, response, modeling, metacognition, teamwork
Henry, Jim; Lehua Ledbetter. (2011). Teaching intellectual teamwork in WAC courses through peer review. . Currents in Teaching and Learning 03.2 , 4-21.
Keywords: peer-evaluation, collaborative, response, modeling, meta-cognition, WAC, group, teamwork, teamwork
Henry, Jim; Tammy Haili'opua Baker. (2015). Writing to learn and learning to perform: Lessons from a writing intensive course in experimental theatre studio. link to full text. Across the Disciplines 12.4.
This case study conducted by a writing specialist and a theatre specialist examines the ways in which writing to learn and learning to write took form in a course in which the ultimate goal was a staged production for a live audience. Using naturalistic methodology that deployed both ethnographic and autoethnographic approaches to analyze the teaching and learning that transpired in Theatre 490: Experimental Theatre Studio, analysts reviewed the syllabus, assignments, production journal, responses to learning-to-write assignments, students' written final reflections, anonymous end-of-term course evaluations, a video of the final staged performance, and responses to a questionnaire completed by students nearly two years after the staged performance. Findings that incorporate video clips from the staged performance shed light on elements of teaching and learning that pass undetected when written artifacts alone are used to assess learning, including ways in which students learn from and about one another, learning through rehearsal and embodied performance, collaborative processes, framing research as an initial and collaborative venture, nurturing reflexive performances, learning to teach audiences, and engaging with invention as a social act. Implications are drawn for WAC/WID theory and for applications of Theatre 490 teaching approaches in courses outside of the performing arts.
Keywords: learning to write, WAC, write-to-learn, theatre-arts, performing arts, revision, audience, restored behavior, reflexivity, performance, rehearsal, collaboration, research, invention, self-consciousness, embodiment
Henscheid, Bob. (1988). The use of a journal in teaching college physics. In Bordner, Marsha S. (Ed.); Clark Technical College, Early English Composition Assessment Program; Strategies in composition: Ideas that work in the classroom; ERIC Document Reproduction Service, ED 294 181.
Keywords: pedagogy, WAC, physics-course, journal-writing
Henscheid, Bob. (1989). Problem solving in a physics course--an exercise in communication. In Bordner, Marsha (Ed.); Clark State Community College; Early English Composition Assessment Program; Strategies in composition: Ideas that work in the classroom (Volume II); ERIC Document Reproduction Service, ED 306 587.
Keywords: pedagogy, problem-solving, physics-course, WAC, communicative, early-start
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
Henson, Leigh. (1987). Preparing students to write in major-field courses: A faculty questionnaire for data-based instructional design. The Technical Writing Teacher 14.1, 108-110.
Keywords: techcom, WAC, faculty, questionnaire, syllabus
Henson, Roberta Jeanette. (1995). Collaborative education through writing across the curriculum [doctoral thesis]. Muncie, IN: Ball State University.
Keywords: WAC, collaborative, team-teaching
Herber, Harold L; Joan Nelson Herber. (1993). Teaching in content areas with reading, writing, and reasoning. Englewood Cliffs, NJ: Prentice-Hall [ERIC Document Reproduction Service, ED 352 607].
Keywords: school-college, WAC, guidelines, pedagogy, reasoning
Herman, Carolyn. (1999). Reading the literature in the jargon-intensive field of molecular genetics: Making molecular genetics accessible to undergraduates using a process-centered curriculum. Journal of College Science Teaching 28.4, 252-253.
Keywords: science-course, molecular biology, genetics, genetics-course, process, jargon, research-article, pedagogy, WAC, accessibility, undergraduate
Herrington, Anne J.. (1981). Writing to learn: Writing across the disciplines. College English 43.4, 379-387.
Keywords: WAC, write-to-learn, faculty-workshop, teacher-as-writer, prompt, assignment
Herrington, Anne J.. (1992). Assignment and response: Teaching with writing across the disciplines. In Witte, Stephen P.; Neil Nakadate; Roger D. Cherry (Eds.), A rhetoric of doing: Essays on written discourse in honor of James L. Kinneavy; Carbondale, IL: Southern Illinois University Press.
Keywords: WAC, assignment, response, pedagogy
Herrington, Anne J.. (1997). Developing and responding to major writing projects. In Sorcinelli, Mary Deane; Peter Elbow (Eds.), Writing to learn:Strategies for assigning and responding to writing across the disciplines (New directions for teaching and learning, No. 69); San Francisco, CA: Jossey-Bass.
Keywords: write-to-learn, WAC, assignment, response
Herrington, Anne; Charles Moran. (2005). What we have learned: implications for classroom practice. In Herrington, Anne; Charles Moran (Eds.), Genre across the curriculum; Logan, UT: Utah State University Press.
Keywords: genre, WAC, review-of-scholarship, pedagogy, implication
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). FORUM: Principles that should guide WAC/CAC program development in the coming decade. [Link]. Academic.Writing 1.
This Forum, which brought together five scholars [http://wac.colostate.edu/aw/forums/winter2000/participants.htm] with divergent experiences in and views about writing across the curriculum, was designed to see how we might use the Internet to pursue that goal. The participants communicated with each other via electronic mail and the Web over a period of months. Their interactions are represented here using links among and beyond the texts that they produced. [WAC Clearinghouse]
Keywords: WAC, CAC, writing across the curriculum, communication across the curriculum, technology, computer, internet, digital, new media, principle
Herrmann, Andrea W.. (1987). Teaching teachers to use computers for writing across the curriculum. ERIC Document Reproduction Service, ED 280 032.
Keywords: WAC, computer, retraining, graduate, syllabus, follow-up, questionnaire, teacher-opinion, data
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
Hess, George R.; C. Ashton Drew. (2004). Inquiry-guided learning through collaborative research in a graduate course. In Lee, Virginia S. (Ed.), Teaching and learning through inquiry: A guidebook for institutions and instructors; Sterling, VA: Stylus.
Keywords: WAC, inquiry-based, pedagogy, collaborative, researching, graduate
Hessler, H. Brooke. (2000). Composing an institutional identity: The terms of community service in higher education. [fulltext]. Language and Learning Across the Disciplines 4.3.
This essay examines how the rhetoric of community service can both hinder and help efforts to strengthen service-learning institutionally, professionally, and pedagogically. My research draws from an extensive review of college and university mission statements and other institutional artifacts used to compose and communicate the modern vocation of American higher education--its idealized roles, responsibilities, and contributions to society.
Keywords: WAC, WID, writing across the curriculum, community service, service-learning, data, identity
Hewitson, Mal. (1986). Tertiary student writing: A resource commitment model. Higher Education Research and Development 05.1, 61-74.
Keywords: pedagogy, resources, WAC, model, academy, support-system, administrator-commitment, student-writing
Higgitt, David L.. (1996). The effectiveness of student-authored field trails as a means of enhancing geomorphological interpretation. Journal of Geography in Higher Education 20.1, 35-44.
Keywords: geography-course, collaboration, experiential, fieldwork, student-centered, audience, WAC
Highfield, Kathy; Julie Folkert. (1997). Book-Club: The content-area connection. In McMahon, Susan I.; Taffy E. Raphael; with Virginia J. Goatley; Laura S. Pardo, (Eds.); The book club connection: Literacy learning and classroom talk; New York: Teachers College Press.
Keywords: book club, pedagogy, literacy, WAC
Hill, Charles A.. (1994). Writing-to-learn as a rationale for writing across the curriculum. ERIC Document Reproduction Service, ED 370 108.
Keywords: WAC, write-to-learn, critical-thinking, logical, review-of-scholarship, process, pedagogy, rationale
Hilton, Chadwick B.. (1989). Reading journals in the business communication classroom. Journal of Education for Business 65, 34-36.
Keywords: WAC, bizcom, reading-log, critical-thinking, journal-writing, summary-writing
Himley, Margaret; with Kelly Le Fave; Allen Larson; Susan Yadlon; the Political Moments Study Group. (1997). Political moments in the classroom. Portsmouth, NH: Boynton/Cook Publishers: Heinemann.
This book reprises the conversations of a group of educators in the writing program at Syracuse University over the course of two years. Through edited transcripts, reflective essays, and commentary, a panorama of political events unfolds as the participants share stories about actual classroom experiences. We see teachers reflecting on their roles as facilitators, coaches, and audience. We see students presenting opinions that polarize a classroom. We see academic departments embroiled in controversy as the traditional canon is accepted, challenged, or enlarged upon. And we see educators from across the political spectrum questioning what to teach, how to teach--and why. Appropriate for educators in all disciplines, Political Moments in the Classroom will have special meaning for teachers of writing and composition--areas widely perceived as 'content-free' since their substance derives from individual writers' choice of topic. Teachers in these areas most sharply face the dilemma of maintaining the classroom as a safe arena for free expression--even as they use the subjective criteria of language and rhetoric to manage it. [publisher's blurb]
Keywords: faculty, cooperation, Syracuse University, political, teacher-story, faculty-group, WAC, classroom, sanctuary
Hinman, Mary-Lou. (1987). The W-plan at Plymouth State College. http://comppile.tamucc.edu/TeachingWriting/v9/V9N1(Hinman).pdf [full text]. Teaching Writing: Methods, Materials, & Measurements 09, 78-81.
Keywords: advanced, requirement, WAC, curriculum, syllabus, Plymouth State College
Hinman, Mary-Lou. (1997). Academic journals revisited: Or why the professor hasn't changed her mind [afterword to Mary-Lou Hinman; Beth A. Loring]. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 08, 20-23.
Keywords: WAC, academic, professional-periodical, student-response, revisited
Hinman, Mary-Lou; Beth A. Loring. (1997). A professor and her student respond to academic journals [reprint]. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 08, 13-19.
Keywords: WAC, academic, professional-periodical, student-response
Hinman, Mary-Lou; Michelle Fistek. (1991). An interview with Michelle Fistek [interview]. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 03.1, 29-36.
Keywords: WAC, Michelle Fistek, political-science-course, pedagogy, teacher-interview
Hirsch, Linda. (1988). Talking and writing across the curriculum: A tutorial model for adult ESL students in content courses. ERIC Document Reproduction Service, ED 294 195.
Keywords: pre-post, questionnaire, student-opinion, faculty-opinion, course-grade, data, ESL, adult-ed, WAC, Hostos Community College, CUNY, tutorial, contrast-group, model-essay, tutoring, tutorial
Hirsch, Linda. (1989). Are principles of writing across the curriculum applicable to ESL students in content courses? Research findings. ERIC Document Reproduction Service, ED 319 264.
Keywords: WAC, gain, data, contrast-group, two-year, Hostos Community College (SUNY), ESL, focus group, tutoring, contrast-group, grades, gain, data, persistence, drop-out, persistence, ancillary, principle
Hirsch, Linda; Joanne Nadal; Linda Shohet. (1991). Adapting language across the curriculum to diverse linguistic populations. 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, diversity, minority
Hirsch, M. L., Jr.; J. D. Collins. (1988). An integrated approach to communication skills in an accounting curriculum. Journal of Accounting Education 06, 15-31.
Keywords: WAC, accounting-course, curriculum, integrated
Hirt, Douglas E.. (1995). Student journals: Are they beneficial in lecture courses?. Chemical Engineering Education 29.1, 62-64.
Keywords: chemical-engineering-course, journal-writing, pedagogy, write-to-learn, WAC, sample, informal, lecture, class-size
Hirvela, Alan. (2005). Computer-based reading and writing across the curriculum: Two case studies of L2 writers. Computers and Composition 22.3, 337-356.
Keywords: L2, computer-use, pedagogy, WAC, CAC, case-study, ethnographic, ESL, read-write, literacy, data
Hobbs, Valerie; Lesley Rex-Kerish. (1986). Tenderfooting: Tackling the problems of freshman writers. College Teaching 34.3, 94-98.
Keywords: University of California, FYC, underprepared, basic, pedagogy, WAC, read-write, critical-thinking, arrangement, style
Hobson, Eric H.. (2013). Response [to Pamela B. Childers, Teaching Writing in a Visual Culture Across Disciplines]. link to full text In Childers, Pamela B.; Eric H. Hobson; Joan A. Mullin (eds.), ARTiculating: Teaching writing in a visual world; Fort Collins, CO: WAC Clearinghouse; Anderson, SC: Parlor Press.
Keywords: pedagogy, WAC, visual, cultural, digital
Hobson, Eric H.; K. W. Schafermeyer. (1994). Writing and critical thinking: Writing-to-learn in large classes. American Journal of Pharmaceutical Education 58, 423-427.
Keywords: WAC, write-to-learn, critical-thinking, class-size, pharmacy-course, large-class
Hobson, Eric H.; Kenneth W. Schafermeyer. (1994). Writing and critical thinking: Writing-to-learn in large classes. American Journal of Pharmaceutical Education 58.4, 423-427.
Keywords: write-to-learn, WAC, critical-thinking, pharmacy-course, large-class, lecture, exercise, self-evaluation, peer-evaluation, commenting
Hobson, Eric; Neal Lerner. (1999). Writing centers/WAC in pharmacy education: A changing prescription. 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, pharmacy-course, pedagogy, data, organizational, change, academy-workplace, error, teacher-perception, objective
Hochman, Will. (2002). Using paired fiction writing: Transactional creativity and community building in the composition class. http://www.southernct.edu/~hochman/Willsedessay.
Originally published as "Transactional Dynamics of Paired Fiction Writing," this is the best writing lesson I have ever used. I believe that students and teachers can use story writing quickly and easily to experience a wide range of topics and this lesson plan will enable teachers across the curriculum to use writing to build an improved sense of community and creativity in their classes. [WAC Clearinghouse]
Keywords: pedagogy, narrative, story-writing, WAC, creativity, classroom community
Hocks, Mary. (1994). The writing across the curriculum electronic discussion list (WAC-L). Composition Chronicle Newsletter 07.3, 10-11.
Keywords: listserv, WAC-L, WAC, discussion group
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
Hodges, Elizabeth. (1997). Negotiating the margins: Some principles for responding to our students' writing, some strategies for helping students read our comments. In Sorcinelli, Mary Deane; Peter Elbow (Eds.), Writing to learn:Strategies for assigning and responding to writing across the disciplines (New directions for teaching and learning, No. 69); San Francisco, CA: Jossey-Bass.
Keywords: write-to-learn, WAC, response, commenting, margins, negotiation, principle
Hoff, Katharine T.. (1992). WAC politics: Winning friends and influencing people. ERIC Document Reproduction Service, ED 344 234.
Keywords: WAC, political, faculty-workshop
Hoff, Katharine T.; David E. Stout. (1990). English collaboration to improve student writing skills: The use of informal journals and the diagnostic reading technique. The Accounting Educators' Journal 02.2, 83-96.
Keywords: WAC, accounting-course, team-teaching, journal-writing, response, teacher-cooperation, informal, student-writing
Hoffman Mark E.. (2005). Linked writing to learn assignments in a computer science general education course. Segall, Mary T.; Robert Smart (Eds.), Direct from the disciplines: Writing across the curriculum; Portsmouth, NH: Boynton/Cook.
Keywords: WAC, computer-science-course, write-to-learn, assignment, pedagogy, gen-ed
Holdstein, Deborah H. ; Tim Redman. (1985). Empirical research in word-processing: Expectations vs. experience. [full text]. Computers and Composition 03.1, 43-54.
Keywords: computer, word-processing, data, contrast-group, paper-screen, student-resistance, student-frustration, WAC, empirical, expectation, word-processing
Holiday-Goodman, Monica; Buford T. Lively; Joan A. Mullin; Ruth Nemire. (1994). Development of a teaching module on written and verbal communication skills. American Journal of Pharmaceutical Education 58.3, 257-262.
Keywords: pharmacy-course, WAC, contrast-group, data, improvement, idea-generation, formulation, audience-awareness, apprehension, module-design, verbal
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
Holliday, William G.. (1992). Helping college science students read and write. Journal of College Science Teaching 22.1, 58-60.
Keywords: science-course, read-write, WAC, assignment, anthology, teacher-choice
Holmes, Martha; JoAnn Marchant; Meg Petersen. (1999). Emotional landscapes of the first-year student or what do they write about when they can write about anything?. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 10, 15-20.
Keywords: WAC, first-year, topic, student-choice, emotion, landscape
Holsinger, Donald C.. (1991). A classroom laboratory for writing history. Social Studies Review 31.1, 59-64.
Keywords: history-course, WAC, inquiry, truth, write-to-learn, role-playing, assignment
Holt, Dennis. (1993). Holistic scoring in many disciplines. College Teaching 41.2, 71-74.
Keywords: holistic, rating, evaluation, pedagogy, WAC, criteria, text-feature, disciplinary, response
Holt, Dennis; James Eison. (1989). Preparing freshmen to take essay examinations successfully. Journal of the Freshman Year Experience 01.2, 108-119.
Keywords: WAC, essay-exam, first-year-seminar, pedagogy, improvement
Honea, Arthur A., Jr.. (1957). Short reports in psychology. Junior College Journal 27.6, 347-348.
Keywords: WAC, psychology-course, oral-report, pedagogy
Horning, Alice. (2007). Reading across the curriculum as the key to student success. [Link]. Across the Disciplines 04.
Alice Horning argues that the current renewed emphasis on student success and a resurgence of Writing Across the Curriculum, should be matched by an emphasis on Reading Across the Curriculum. Horning presents strategies for using Reading Across the Curriculum to address students' needs, achieve instructional goals, and prepare citizens for full participation in a democracy. (Published May 14, 2007) [WAC Clearinghouse]
Keywords: reading, WAC, reading across the curriculum, pedagogy, review-of-scholarship
Horowitz, Daniel M.. (1986). What professors actually require: Academic tasks for the ESL classroom. TESOL Quarterly 20.3, 445-462.
Keywords: ESL, survey, faculty, assignment, WAC, task, academic
Hotchkiss, Sharon K.; Marilyn K. Nellis. (1988). Writing across the curriculum: Team-teaching the review article in biology. Journal of College Science Teaching 18.1, 45-47.
Keywords: review-writing, WAC, team-teaching, interdisciplinary, learning-community, biology-English, FYC, assignment, faculty-workshop, plagiarism, arrangement, evaluation, paraphrase, teamwork
House, J. Daniel; Susan K. Prion. (1996). Noncognitive variables as predictors of achievement in freshmen English (AIR 1996 annual forum paper). ERIC Document Reproduction Service, ED 397 711.
Keywords: predictive, noncognitive, FYC, ACT-testing, course-grade, self-efficacy, data, placement, assessment, self-evaluation, regression-analysis, academic-success, self-rating
House, Ken. (1983). Improving student writing in biology. American Biology Teacher 45.5, 267-270.
Keywords: biology-course, WAC, pedagogy, improvement, student-writing
Howard, Rebecca Moore. (1995). The Bedford guide to teaching writing in the disciplines: An instructor's desk reference. Boston, MA: Bedford Books of St. Martin's Press.
Keywords: pedagogy, bibliography, WAC, disciplinary
Howie, Sherry Hill. (1984). A guidebook for teaching writing in the content areas. Boston, MA: Allyn and Bacon.
Keywords: WAC, school, assignment, activity, bibliography, teacher-manual
Hudgins, R. R.. (1987). Tips on teaching report writing. Chemical Engineering Education 21.3, 130-132.
Keywords: engineering-course, WAC, list, checklist, form-content, conferencing
Hunt, Russell A.; James A. Reither. (1994). A workshop: Knowledge in the making in writing, English, and other content courses. In Schryer, Catherine F.; Laurence Steven (Eds.), Contextual literacy: Writing across the curriculum; Winnipeg, Manitoba, Canada: Inkshed Publications.
Keywords: WAC, faculty-workshop, knowledge-making, constructivist, interdisciplinary
Hunt, Sandra. (1981). Basic writing skills in the total academic program. Improving College and University Teaching 29.2, 78-81.
Keywords: basic, WAC, grammar, pedagogy, grammar-theory, list, checklist, proofreading
Hunter, Linda. (1995). Reexamining writing requirements across the curriculum: Assignments and assumptions. ERIC Document Reproduction Service, ED 382 970.
Keywords: WAC, requirement, St. Olaf College [Minnesota], block, measurement, interview, ethnographic, longitudinal, objective, assignment, needs-analysis, data, requirement
Huot, Brian. (1992). Finding out what they are writing: A method, rationale and sample for writing-across-the-curriculum research. [fulltext]. Writing Program Administration 15.3, 31-40.
Keywords: WAC, survey, assignment, research-method, rationale
Huot, Brian. (1997). Beyond accountability: Reading with faculty as partners across the disciplines. 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, accountability, teacher-cooperation, WAC, faculty-workshop
Hutchinson, Mary Anne. (1993). The composition teacher as drudge: The pitfalls and perils of linking across the disciplines. ERIC Document Reproduction Service, ED 359 553.
Keywords: drudgery, pedagogy, WAC, interdisciplinary, linked, content-course, faculty-status
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.
Keywords: WAC, write-to-learn, assignment, dialogue journal, notebook, sociology-course, human services, journal-writing, services
Hyman, Michael; Gerry Luginbuhl. (2004). Inquiry-guided learning and the undergraduate major in the Department of Microbiology. In Lee, Virginia S. (Ed.), Teaching and learning through inquiry: A guidebook for institutions and instructors; Sterling, VA: Stylus.
Keywords: inquiry-based, WAC, microbiology-course, undergraduate, pedagogy, undergraduate
Ingham, Zita (Ed.); Pima Community College [Tucson, AZ]. (1986). Writing across the curriculum sample assignments, 1986-1987. ERIC Document Reproduction Service, ED 296 743.
Keywords: two-year, Pima Community College [Arizona], WAC, assignment, sample
Inglis, Margaret. (1995). English language development in a university foundational programme for science students. In Orr, Thomas (Ed.); Aizu University, Aizuwakamatsu [Japan], Center for Language Research; English for science and technology: Profiles and perspectives; ERIC Document Reproduction Service, ED 389 174.
Keywords: ESL, WAC, science-course, basic-skills, pedagogy, improvement, data
Ingram, Larry C.. (1979). Teaching the sociology of religion: The student's religious autobiography. Teaching Sociology 06.2, 161-171.
Keywords: WAC, sociology-course, religion-course, assignment, autobiography, grading, response
Inman, James A.. (2001). At first site: Lessons from Furman University's Center for Collaborative Learning and Communication. [Link]. Academic.Writing 2.
In this article, I describe the design process associated with one site of engaged learning specifically charged with promoting writing, communication, and technology excellence across the curriculum: Furman University's Center for Collaborative Learning and Communication (CCLC), which I have steered the past two years. My approach in this article, however, is not a here’s-what-we-did narrative alone; such approaches have been rightly problematized as not offering extra-contextual knowledge of note. Instead, I read the experiences colleagues and I have shared at Furman as a way of identifying and offering to readers a series of key lessons that I believe will be useful for all readers, whether they have the opportunity to design their own interdisciplinary sites of engaged learning associated with WAC, CAC, and other programs or instead to continue to work in and on existing sites. [WAC Clearinghouse]
Keywords: WAC, CXC, CAC, learning-center, engagement, Furman University, collaborative
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
Isaacs, Ed. (1997). Writing to learn mathematics. 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, mathematics-course, write-to-learn
Isaacs, Emily; Phoebe Jackson. (2001). Introduction: What's the issue with student writing as public text?. In Isaacs, Emily J.; Phoebe Jackson (Eds.), Public works: Student writing as public text; Portsmouth, NH: Boynton/Cook Heinemann.
Keywords: introduction, public, private, pedagogy, history, advocacy, service-learning, feminist, critique, ethics, student-writing
Isensee, Elizabeth; Roger Johnson. (1988). Handbook for writing coaches. ERIC Document Reproduction Service, ED 304 693.
Keywords: pedagogy, coaching, University of Southern Mississippi, WAC, teacher-manual, history-course, philosophy-course, fine-arts, art-course, handbook
Jackowitz, Paul M.; Richard M. Plishka; James R. Sidbury. (1990). Teaching writing and research skills in the computer science curriculum. In Technical Symposium on Computer Science Education (Ed.), Proceedings of the twenty-first SIGCSE technical symposium on Computer science education, Washington, D. C.; New York: Association for Computing Machinery.
Keywords: computer-science, WAC, pedagogy
Jackson, Dixie S.. (1972). Combining writing with agronomy. In Berger, Allen; Blanche Hope-Smith (Eds.); Measure for measure: Classroom practices in teaching English 1972-1973; Urbana, IL: National Council of Teachers of English [ERIC Document Reproductino Service, ED 068 972].
Keywords: pedagogy, WAC, agronomy, team-teaching, academic, style, grading, audiotape, error, citation, pre-post, data, correlated t-test, gain
Jacobsen, Joyce P.. (1994). Incorporating data collection and written reports in microeconomics. Journal of Economic Education 25.1, 31-43.
Keywords: economics-course, write-to-learn, assignment, data-collection, report-writing, sample assignment, WAC, data-presentation
Jacobson, Trudi E.; Lise D. Wilson. (1991). A bibliographic instruction program for college biology students. American Biology Teacher 53.5, 298-300.
Keywords: biology-course, WAC, library skills, assignment, student-opinion, bibliographic-search
Jacobson, Trudi E.; Thomas P. Mackey. (2007). Information literacy collaborations that work (Information Literacy Sourcebooks). New York: Neal-Schuman Publishers.
Keywords: collaborative, information literacy, WAC, higher education, web 2.0, digital
Jamieson, Sandra. (1996). Shaping the contact zone: Designing WAC/WID assignments for composition courses [writing across the curriculum/writing in disciplines]. ERIC Document Reproduction Service, ED 404 644.
Keywords: WAC, objective, pedagogy, history, write-to-learn, disciplinary, WID, curriculum-design
Jamieson, Sandra. (2002). Esmeralda's math class. 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, mathematics-course, response
Jamieson, Sandra. (2009). The vertical writing curriculum: The necessary core of liberal arts education. In Post, Joanna Castner; James A. Inman (Eds.), Composition(s) in the new liberal arts; Cresskill, NJ: Hampton Press.
Keywords: curriculum, pedagogy, WAC, liberal arts, gen-ed, vertical curriculum
Jamison, Robert E.. (2000). Learning the language of mathematics. [fulltext]. Language and Learning Across the Disciplines 4.1.
This paper is about the use of language as a tool for teaching mathematical concepts. In it, I want to show how making the syntactical and rhetorical structure of mathematical language clear and explicit to students can increase their understanding of fundamental mathematical concepts.
Keywords: WAC, WID, writing across the curriculum, mathematics, pedagogy, writing to learn, pedagogy
Janick-Buckner, Diane. (1997). Getting undergraduates to critically read and discuss primary literature: Cultivating students' analytical abilities in an advanced cell biology course. Journal of College Science Teaching 27.1, 29-32.
Keywords: science-course, biology-course, scholarly-article, report-writing, oral-presentation, pedagogy, WAC, undergraduate
Jankiewicz, Henry. (1999). The dialogic instructor: Co-teaching across the disciplines. ERIC Document Reproduction Service, ED 444 174.
Keywords: Syracuse University, team-teaching, WAC, dialogic, interdisciplinary, psychology-course, syllabus, write-to-learn, authority, rhetorical, ethnographic, data
Jeffers, Robin L.. (1996). Spreading the word: Providing composition instruction through links with social science classes. ERIC Document Reproduction Service, ED 403 006.
Keywords: Bellevue College [Washington State], academic, assignment, sequence, report-writing, science, experiment, psychology-course, WAC, social-science-course, social
Jeney, C. J.. (1996). Bringing them home: Stretch 101 . . . a practical guide to the long haul. ERIC Document Reproduction Service, ED 401 540.
Keywords: stretch, two-semester, FYC, WAC, placement, SAT-testing, at-risk, journal-writing, freewriting, tutoring
Jenkins, Susan; Mary Kaye Jordan; Patricia O. Weiland. (1993). The role of writing in graduate engineering education: A survey of faculty beliefs and practices. English for Specific Purposes 12.1, 51-68.
Keywords: ESP, graduate, engineering, faculty-opinion, pedagogy, survey, data, WAC
Jennings, Lisa. (2005). Making the connection: A 'lived history' assignment in an upper-division German course. [fulltext]. WAC Journal 16, 61-69.
Keywords: WAC, assignment, historiography, term-paper, advanced, L2, English-German, upper-division
Jensen, Verner. (1987). Writing in college physics. In Fulwiler, Toby (Ed.), The journal book; Portsmouth, NH: Boynton/Cook Publishers [ERIC Document Reproduction Service, ED 284 296].
Keywords: physics-course, journal-writing, WAC, pedagogy, write-to-learn
Jernigan, Jay. (1981). Introductory composition belongs in the English department. http://comppile.org/archives/fforum/fforum2(2).htm [fulltext]. fforum: A Newsletter of the English Composition Board, University of Michigan 02.2, 73-74, 93.
Keywords: FYC, WAC, Wayne State University, decline, core-curriculum, writing-about-lit, pedagogy, topicality, introductory
Jewett, John W., Jr.. (1991). Learning introductory physics through required writing assignments. Journal of College Science Teaching 21.1, 20-25.
Keywords: WAC, physics-course, class-size, coverage, introductory
Jeyaraj, Joseph. (2009). Modernity and empire: A modest analysis of early colonial writing practices_. College Composition and Communication 60.3, 468-92.
Keywords: colonial, colonialism, colonization, composition, FYC, literature, modernism, pedagogy, postcolonial, postcolonialism, WAC, world-Englishes, modernity
Jobst, Jack. (1982). Audience and purpose in writing. 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: audience, interview, assignment, instruction-writing, publishing, professional-periodical, business, advocacy, WAC
Johns, Ann. (1991). Faculty assessment of ESL student literacy skills: Implications for writing assessment. In Hamp-Lyons, Liz (Ed.), Assessing second language writing in academic contexts; Norwood, NJ: Ablex [ERIC Document Reproduction Service, ED 396 583].
Keywords: evaluation, ESL, WAC, case-study, political-science, criteria, read-write, interview, portfolio, implication
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, Anne Boone. (1995). The effect of a telecourse on content area teachers' achievement of language acquisition principles [doctoral thesis]. Tallahassee, FL: Florida State University.
Keywords: distance, WAC, content-area, improvement, pedagogy, language-acquisition, language acquisition, principle
Johnson, Bruce. (1995). Teaching writing to students with learning disabilities. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 06, 71-80.
Keywords: WAC, learning-disability, pedagogy
Johnson, Davie Lee Wright. (1988). The clinical journal for nursing students. 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, clinical, journal-writing
Johnson, Donovan. (1990). Hermeneutics for freshman: The Irvine Humanities. History Teacher 24.1, 79-91.
Keywords: WAC, University of California, Irvine, humanities-course, contextual, syllabus, readings, reading-log, dialectical, faculty-workshop, hermeneutics, first-year
Johnson, Ellen. (1997). Cultural norms affect oral communication in the classroom. In Sigsbee, David L.; Bruce W. Speck (Eds.), Approaches to teaching non-native English speakers across the curriculum (New directions for teaching and learning, Vol.70); San Francisco, CA: Jossey-Bass.
Keywords: ESL, WAC, cultural, classroom, discussion, group dynamic, interaction, norms, oral-communication
Johnson, J. Paul; Ethan Krase. (2012). Articulating claims and presenting evidence: A study of twelve student writers, from first-year composition to writing across the curriculum. link to full text. WAC Journal 23, 31-48.
Found gains in argumentation (including conciseness and clarity) from early to late papers in first-year composition. Also found improvement from lower-division to upper-division writing in seven of the twelve students, with three more remaining 'stagnant' and two 'regressing' [Richard Haswell]
Keywords: college-span, growth, FYC, pre-post, improvement, data, WAC, Toulmin, development, argumentation, claim, conciseness, clarity, qualification, support, evidence, citation, genre, skill-transfer
Johnson, J. Paul; Ethan Krase. (2013). Affect, experience, and accomplishment: A case study of two writers, from first-year composition to writing in the disciplines. Journal of Teaching Writing 27.2, 1-26.
Keywords: skill-transfer, FYC, WID, disciplinary, case-study, writer-growth, WAC, longitudinal, first-year-senior, student-opinion, metalinguistic, individuallism, emotion, improvement
Johnson, Julie; et al.. (1992). Evaluation of writing in a content area. Reading Improvement 29.3, 157-162.
Keywords: retraining, WAC, school, home-economics, write-to-learn, faculty-workshop, evaluation, pedagogy
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, Susan S.. (1994). An ethnographic study of content-based language instruction in the context of an English for academic purposes program [doctoral thesis]. Philadelphia, PA: Temple University.
Keywords: ESL, EAP, academic, ethnographic, WAC, content-based, pedagogy
Jolliffe, David A.. (1994). Writing, teaching, and learning: Incorporating writing throughout the curriculum. New York: HarperCollins College Publishers.
Keywords: WAC, institution, write-to-learn, pedagogy
Jolliffe, David A.. (2001). Writing across the curriculum and service learning: Kairos, genre, and collaboration. 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, service-learning, kairos, genre, collaboration, change
Jollifffe, David A.. (2002). Great assignment, but nobody's happy. 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, assignment
Jones, Gary L.. (1992). Playing across the curriculum: Freshman writing as an introduction to writing in the disciplines. Issues in Writing 05.1, 54-76.
Keywords: WAC, FYC, curriculum
Judy, Stephen N.; Susan J. Judy. (1981). An introduction to the teaching of writing. New York: John Wiley [ERIC Document Reproduction Service, ED 209 685].
Keywords: school, novice, pedagogy, composing, process, assignment, interdisciplinary, WAC, revising, editing, correcting, audience, community, syllabus, evaluation, 'holistic', grading
Juell, Pat. (1985). The course journal. 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.
Keywords: WAC, write-to-learn, journal-keeping, learning-log, pedagogy
Junn, Ellen N.. (1989). 'Dear Mom and Dad': Using personal letters to enhance students' understanding of developmental issues. Teaching of Psychology 16.3, 135-139.
Keywords: WAC, psychology-course, development, letter-writing, personal, assignment
Jussawalla, Feroza. (1986). Labor efficient remediation through writing across the curriculum (Temple University working papers in composition). Philadelphia, PA: Temple University .
Keywords: WAC, work-conditions, paper-load, cost-effective, basic, response
Kadesch, Margot C.; Ellen D. Kolba; Sheila C. Crowell. (1991). Insights into academic writing: Strategies for advanced students [textbook]. White Plains, NY: Longman.
Keywords: WAC, guidelines, social-science-course, write-to-learn, drafting, assignment, philosophy-course, anthropology-course, economics-course, business-course, history-course, literature-course
Kalfus, Richard. (1992). Critical thinking activities. 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.
Keywords: critical-thinking, WAC, pedagogy, two-year
Kalmbach, James; Michael E. Gorman. (1986). Surveying classroom practices: How teachers teach writing. 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: pedagogy, survey, sample, data, teacher-opinion, WAC, research-method
Kam, Angeniet; Yvette Meinema. (2005). Teaching academic writing to international students in an interdisciplinary writing context: A pedagogical rough guide. [fulltext]. Across the Disciplines 02.
Keywords: international, ESL, academic, WAC, interdisciplinary, pedagogy, Expert Centre on Language, Communication and Education (ETOC), Netherlands, international student, pedagogy
Kamali, Ali. (1991). Writing a sociological student term paper: Steps and scheduling. Teaching Sociology 19.4, 506-509.
Keywords: sociology-course, term-paper, guidelines, WAC, due-date, composing, piecemeal, topic choice, critical-thinking, outline, information retrieval, analysis, drafting, apprehension, improvement
Kamhi-Stein, Lia D.. (1997). Redesigning the writing assignment in general education courses. College ESL 07.1, 49-61.
Keywords: gen-ed, WAC, literacy, academic, ESL, team-teaching, interdisciplinary, assignment, process
Karcher, Barbara; Barbara Stevenson. (1986). Writing and thinking sociologically. Writing Across the Curriculum [Southern Technical Institute] 04.1, 8.
Keywords: WAC, sociology-course, journal-writing, assignment
Katz, Joseph. (1988). Does teaching help students learn?. In Kimball, Bruce A. (Ed.), Teaching undergraduates: Essays from the Lilly Endowment Workshop on Liberal Arts; Buffalo, NY: Prometheus Books.
Keywords: write-to-learn, objective, self-learning, curiosity, self-esteem, talk-write, listening, coverage, teaching fellow, WAC, group, teacher-research
Kaufer, David; Richard Young. (1993). Writing in the content areas: Some theoretical complexities. In Odell, Lee (Ed.), Theory and Practice in the Teaching of Writing: Re-thinking the Discipline; Carbondale and Edwardsville, IL: Southern Illinois University Press.
Keywords: theory, pedagogy, pedagogy, complexity, content-course, WAC
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
Keessen, Jan; Marjorie Ann White. (1991). Writing across the curriculum: 'Wanted: Guidelines for teaching writing in non-writing courses,' and 'WAC--an answer to multicultural diversity'. ERIC Document Reproduction Service, ED 348 693.
Keywords: WAC, research-method, multicultural, chemistry-course, pedagogy, guidelines
Keightley, David N.. (1979). Improving student writing skills in a history lecture course. History Teacher 12.2, 171-179.
Keywords: WAC, history-course, graduate student-reader, University of Berkeley, revising, thesis statement, elaboration, content, coherence, lecture, student-writing
Keim, Marybelle C.. (1991). Creative alternatives to the term paper. College Teaching 39, 105-107.
Keywords: WAC, term-paper, abstract-writing, review-writing, book-review, group, collaborative, essay-exam, extracurricular, homework
Keller, Clair W.. (1993). Using book reviews for cooperative learning. College Teaching 41.1, 26-28.
Keywords: history-course, review-writing, book-review, group, peer-evaluation, student-opinion, pedagogy, WAC
Keller-Cohen, Deborah; A. Wolfe. (1987). Extended writing in the college of literature, science and the arts: Report on a faculty survey. Ann Arbor, MI: University of Michigan, English Composition Board.
Keywords: assignment, WAC, survey, data, teacher-opinion, disciplinary, proficiency, MX
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
Kelly, Dawn. (1990). Writing across the curriculum. In Kelly, Dawn; Carl Smith (Eds.), Writing across the curriculum (Learning package No. 50); ERIC Document Reproduction Service, ED 333 416.
Keywords: WAC, pedagogy, school, teacher-training
Kelly, Dawn; Carl Smith (Eds.); University of Indiana, School of Education. (1990). Writing across the curriculum (Learning package No. 50). ERIC Document Reproduction Service, ED 333 416.
Keywords: WAC, school, pedagogy, teacher-training, ERIC bibliography
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.. (1987). Writing assignments can be an invitation to learning. Perspectives for Teachers of the Hearing Impaired 06.1, 21-23.
Keywords: disability, hearing-impaired, write-to-learn, WAC, school-college, pedagogy
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
Kelton, Saul; Princeton University, Mid-Career Fellowship Program. (1997). On assessing philosophical literacy. ERIC Document Reproduction Service, ED 409 943.
Keywords: WAC, philosophy-course, evaluation, essay-exam, essay-writing, grading, write-to-learn, pedagogy, philosophy
Kennedy, Ana; Susan Navey-Davis. (2004). Inquiry-guided learning and the foreign language classroom. In Lee, Virginia S. (Ed.), Teaching and learning through inquiry: A guidebook for institutions and instructors; Sterling, VA: Stylus.
Keywords: inquiry-based, L2-course, foreign language, pedagogy, WAC
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
Kennedy, Mary Lynch; V. Boynton. (1999). Twenty-four strategies for using writing in any course. Courtland, NY: State University of New York, Courtland.
Keywords: WAC, pedagogy, guidelines
Kennedy, William A.. (1988). Speaking across the curriculum: Teaching technical students to speak effectively. IEEE Transactions on Professional Communication 31.3, 130-134.
Keywords: techcom, WAC, oral-presentation, pedagogy, speak-write
Kennedy, William A.. (1989). Reactions to `Speaking across the curriculum: Teaching technical students to speak effectively': Practical concerns and considerations. IEEE Transactions on Professional Communication 32.1, 32-35.
Keywords: techcom, WAC, oral-presentation, pedagogy, needs-analysis
Kennedy-Kalafatis, Susan; Dawn Carleton. (1996). Encouraging peer dialogue in the geography classroom: Peer editing to improve student writing. Journal of Geography in Higher Education 20.3, 323-341.
Keywords: geography-course, improvement, peer-evaluation, exercise, style-sheet, pedagogy, audience, WAC, student-writing, editing
Kettering, Ronald C.. (1989). Meeting the needs of the accounting profession: Requiring more student writing. Journal of Education for Business 65.2, 64-66.
Keywords: business-school, accounting-course, WAC, Columbus College [Georgia], requirement, assignment, writing-specialist, consultancy, student-writing
Kiedaisch, Jean; Sue Dinitz. (1995). Using collaborative groups to teach critical thinking. In Stay, Byron L.; Christina Murphy; Eric Hobson (Eds.), Writing center perspectives; Emmitsburg, MD: National Writing Centers Association Press.
Keywords: wcenter, group, collaborative, critical-thinking, tutoring, art history, art-course, WAC, pre-writing
Kiefer, Kate. (2000). Integrating writing into any course: Starting points. [Link]. Academic.Writing 1.
After teachers articulate their goals for incorporating writing into courses, working backwards from the goals to specific assignments can be relatively straightforward. This article provides a process for teachers to determine goals and then devise writing assignments to fit those goals. [WAC Clearinghouse]
Keywords: WAC, objective, assignment, pedagogy, integrated
Kiefer, Kate; Jamie Neufeld. (2002/2003). Making the most of response: Reconciling coaching and evaluating roles for teachers across the curriculum. link to full text. Academic Writing 03.
Keywords: WAC, response, coaching, teacher-growth
Kiefer, Kate; Jamie Neufeld. (2002/2003). Making the most of response: Reconciling, coaching, and evaluating roles for teachers across the curriculum. [Link]. Academic.Writing 03.
In this paper, we illustrate specific techniques to help teachers across the curriculum incorporate supportive responses into their repertoire of response strategies and then suggest how teachers can shift more comfortably from coaching into final evaluation of papers. [WAC Clearinghouse]
Keywords: wac, interdisciplinary, response, pedagogy, wid, coaching, feedback, comment, evaluation
Kim, Holim. (1977). Small department can gain from science writing course. Journalism Educator 32.3, 81-83.
Keywords: curriculum, journalism-course, science-writing, WAC
King, K. M.. (1987). Using retrospective autobiographies as a teaching tool. Teaching Sociology 15, 410-413.
Keywords: WAC, sociology-course, autobiography, assignment, retrospective
Kiniry, Malcolm; Ellen Strenski. (1985). Sequencing expository writing: A recursive approach. College Composition and Communication 36.2, 191-202.
Keywords: arrangement, taxonomy, process, hermeneutics, complexity, curriculum, pedagogy, summary-writing, academic, sequence, abstraction, development, WAC, expository
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
Kiniry, Pamela. (1997). Raising standards in a variety of middle-school settings. In Purves, Alan C.; Sarah L. Jordan; James H. Peltz (Eds.), Using portfolios in the English classroom; Norwood, MA: Christopher Gordon.
Keywords: school, portfolio, pedagogy, middle-school, standards, WAC, evaluation, variety
Kinneavy, James L.. (1987). Writing across the curriculum. In Tate, Gary (Ed.), Teaching composition: Twelve bibliographical essays; Fort Worth, TX: Texas Christian University Press.
Keywords: bibliography, review-of-scholarship, English-profession, pedagogy, WAC
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
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
Kirk, David; Richard Tinning. (1992). Physical education pedagogical work as praxis. ERIC Document Reproduction Service, ED 350 296.
Keywords: kinesiology-course, WAC, praxis, reflection, teacher-research, teacher-log, write-to-learn, pedagogy
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.
Keywords: inquiry-based, technical-communication, WAC, pedagogy
Kirscht, Judy. (1996). Cross talk: Opening disciplinary boundaries for faculty and students alike. ERIC Document Reproduction Service, ED 399 534.
Keywords: University of California, Santa Barbara, disciplinary, constructivist, WAC, faculty-workshop, term-paper, pedagogy, advanced
Kist, William R.. (1999). Case studies of 'new literacy' in practice [doctoral thesis]. Kent State University.
Keywords: case-study, literacy, high-school, history-course, new literacy-studies, pedagogy, WAC
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
Klebanoff, Aaron. (1997). A memorable drive through calculus. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies 07.4, 289-296.
Keywords: mathematics-course, WAC, report-writing, experiential, collaboration, data-collection, car trip
Klein, Ilona. (1990). Teaching in a liberal arts college: How foreign language courses contribute to 'writing across the curriculum' programs. Modern Language Journal 74.1, 28-35.
Keywords: school-college, articulation, teacher-dialogue, collaboration, L2-course, L2-English, WAC, liberal arts college
Klein, Julie. (1983). The post-mortem plan: Teaching writing across the disciplines. Exercise Exchange 28.2, 33-41.
Keywords: pedagogy, WAC
Kleinsasser, Audrey M.; N. Collins; J. Nelson. (1994). Writing in the disciplines: Teacher as gatekeeper and as border crosser. Journal of General Education 43.2, 117-133.
Keywords: WAC, follow-up, faculty-workshop, University of Wyoming, discipline-metaphor, teacher-perception, gate-keeping, border-crossing, gatekeeping
Knapper, Arno F.. (1978). Good writing--a shared responsibility. Journal of Business Communication 15.2, 23-27.
Teaching of writing is the province of the writing teacher--of course. But ABCA President Knapper believes that if colleges and universities are to teach writing effectively, teachers of all subject matters will need to get in on that act. Writing is not a one-shot subject that can be handled in the confines of a single course, but must be stressed over and over again in a student's college career. And this cannot be done without a shared commitment and a shared responsibility on the part of the entire facutly. [journal abstract]
Keywords: business-communication, bizcom, curriculum, WAC, one-shot, college-span, quality, shared responsibility
Kneeshaw, Stephen. (1992). KISSing in the history classroom: Simple writing activities that work. Social Studies 83.4, 176-179.
Keywords: history-course, WAC, assignment, microtheme, index card, paper-load, journal-writing, exercise
Kneeshaw, Stephen. (1999). Using reader response to improve student writing in history. OAH Magazine of History 13.3, 62-65.
Keywords: history-course, peer-evaluation, reader-response, criteria-sheet, WAC, student-writing
Knights, L. C.. (1940). University teaching of English and history: A plea for correlation. Southern Review 05 (Winter), 511-523.
Keywords: interdisciplinary, history-course, WAC, pedagogy
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
Knoblauch, C. H.; Lil Brannon. (1983). Writing as learning through the curriculum. College English 45.5, 465-474.
Keywords: WAC, write-to-learn, pedagogy, journal, notebook, George Kelley, Anne Herrington
Koch, Richard. (1978). The 'Gee whiz, Johnny, you can't hardly do anything!' syndrome--one teacher's response. English Education 09.3, 131-138.
Keywords: English-profession, decline, WAC, class-size, Why Johnny Can't Write
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
Kosidowski, Paul. (1996). Building a foundation: Architecture education and writing pedagogy. ERIC Document Reproduction Service, ED 398 593.
Keywords: WAC, architecture-course, studio, classroom, notebook-keeping, write-to-learn, pedagogy
Krajnik Crawford, MaryAnn; Kathleen Geissler; M. Rini Hughes; Jeffrey Miller. (1998). Electronic conferencing in an interdisciplinary humanities 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, humanities-course, interdisciplinary, teleconferencing
Kramer, Jonathan; Alison Arnold. (2004). Music 200 'Understanding Music': An inquiry-guided approach to music appreciation. In Lee, Virginia S. (Ed.), Teaching and learning through inquiry: A guidebook for institutions and instructors; Sterling, VA: Stylus.
Keywords: inquiry-based, pedagogy, WAC, music-course, music appreciation
Krest, Margie; Daria O. Carle. (1999). Teaching scientific writing: A model for integrating research, writing and critical thinking. American Biology Teacher 61.3, 223-227.
Keywords: science-writing, syllabus, term-paper, critical-thinking, pedagogy, assignment, pragmatic, WAC, integrated
Kruse, Otto. (2006). The origins of writing in the disciplines: Traditions of seminar writing and the Humboldtian ideal of the research university. Written Communication 23.3, 331-352.
The introduction of seminars to university teaching marks the onset of a new teaching philosophy and practice in which writing is used to make students independent learners and researchers. Although the beginnings of writing pedagogy at American universities are well documented, little is known about its origins in Germany. The article tracks the history of seminar teaching back to its roots and reviews its historical development from the very beginnings to the point when seminars became the pedagogical flagship of the Humboldtian research university. Twenty seminar regulations from Prussian universities, written between 1812 and 1839, are reviewed with respect to the prescriptions they contain about writing. They reveal that a writing-to-learn pedagogy was elaborated as early as about 1820. The most important claim of the article is that an early concept of writing in the disciplines was central to the development of the Humboldtian research university [journal abstract]
Keywords: academy, history, theory, seminar, term-paper, pedagogy, Germany, 19th-century, Wilhelm Humboldt, Prussia, write-to-learn, disciplinary, research university, WID, WAC, write-to-learn, genesis, idealized, tradition
Kunka, Jennifer Liethen. (2002). Beyond the writing lab: Transporting workshops across the curriculum. link to full text. Writing Lab Newsletter 27.1, 5-7.
Keywords: wcenter, WAC, faculty-workshop, PowerPoint
Kurfiss, Joanne. (1985). Do students really learn from writing?. Writing across the Curriculum [Southern Technical Institute] 03.1, 3-4.
Keywords: write-to-learn, WAC, needs-analysis, model, assignment, microtheme, course content, review-of-scholarship
Kuriloff, Pesche C.. (1991). Reaffirming the writing conference: A tool for writing teachers across the curriculum. Journal of Teaching Writing 10.1, 45-57.
Keywords: conferencing, WAC
Kuriloff, Peshe C.. (1991). Writing across the curriculum and the future of freshman English: A dialogue between literature and composition. ADE Bulletin, no. 98, 34-39.
Keywords: WAC, bridging, FYC
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
Kutney, Joshua P. . (2007). Will writing awareness transfer to student performance? Response to Downs and Wardle [Interchanges]. College Composition and Communication 59.2, 276-279.
Keywords: Case studies, community-service, FYC, transferability, WAC, WID, knowledge-transfer
Kuyper, Barbara J.. (1991). Education: Bringing up scientists in the art of critiquing research. BioScience 41.4, 248-250.
Keywords: science-course, WAC, critical review, list, checklist, article-review, assignment, scientist
Kynard, Carmen. (2005). 'Getting to the right side of it': Problematizing and rethinking the research paper genre in the college composition class. In Herrington, Anne; Charles Moran (Eds.), Genre across the curriculum; Logan, UT: Utah State University Press.
Keywords: genre, WAC, pedagogy, term-paper, FYC, problematize
Lackey, James R.; Raymond B. Miller; Michael C. Flanigan. (1997). The effects of written feedback on motivation and changes in written performance. ERIC Document Reproduction Service, ED 406 690.
Keywords: gain, feedback, motivation, response, student-goal, self-efficacy, Albert Bandura, predictive, data, correlation, FYC, second-semester, learning-theory, social, grades, improvement, commenting, task-specific
Laipson, Hannah Karp. (1991). Discipline-specific assignments: Primary resources for writing across the curriculum. In Stanley, Linda (Ed.), Writing across the curriculum in community colleges (New directions for community colleges, No. 73); San Francisco: Jossey-Bass.
Keywords: WAC, write-to-learn, assignment, discipline-specific, resources
Lamorella, Rose Marie; Christina H. Cummings; State University of New York, Albany, Two Year College Development Center. (1988). Managing the instructional program: Installing a writing skills curriculum in adult education (Resource series for teaching writing to adults). ERIC Document Reproduction Service, ED 308 311.
Keywords: adult-ed, curriculum, WAC
Lams, Victor. (1982). How to use writing to boost learning across the disciplines: Further suggestions to teachers of courses other than English Composition for improving student thinking through writing. Chico, CA: California State University, Chico.
Keywords: WAC, write-to-learn, critical-thinking, California State University, Chico
Lange, Phil C.. (1948). A sampling of composition errors of college freshmen in a course other than English. Journal of Educational Research 42 (November), 191-200.
Keywords: contrast-group, error, text-analysis, FYC, WAC, data, skill-transfer
Langsam, Deborah M.; Kathleen Blake Yancey. (1998). E-mailing biology: Facing the biochallenge. 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, biology-course, email, class-size, lecture, University of North Carolina at Charlotte, text-analysis
Larsen, Richard B.. (1986). Synergistic teaching. College Teaching 34.4, 145-148.
Keywords: pedagogy, synergy, WAC, thinking-across-the-campus, critical-thinking, write-to-learn, epistemic, discovery
Larson, Richard. (1983). Writing in the academic and professional disciplines. New York: Herbert Lehman College.
Keywords: WAC, retraining, write-to-learn, assignment, commenting, sample
Larson, Richard L.. (1991). Using portfolios in the assessment of writing in the academic disciplines. In Belanoff, Pat; Marcia Dickson (Eds.), Portfolios: Process and product; Portsmouth, NH: Boynton/Cook Publishers.
Keywords: portfolio, evaluation, academic, disciplinary, WAC
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
Larson, Richard L.. (1994). Enlarging the context: From teaching just writing, to teaching academic subjects with writing. In Winterowd, W. Ross; Vincent Gillespie (Eds.), Composition in context: Essays in honor of Donald C. Stewart; Carbondale, IL: Southern Illinois University Press.
Keywords: pedagogy, contextual, academic, WAC, survey, data, mode, current-traditional
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
Laufer, Doug; Rick Crosser. (1990). The 'writing-across-the-curriculum' concept in accounting and tax courses. Journal of Education for Business 66.2, 83-87.
Keywords: WAC, accounting-course, tax-course, Weber State College, assignment, pedagogy, data, write-to-learn
Lavelle, Ellen. (1997). A taxonomy of college writing styles. ERIC Document Reproduction Service, ED 411 732.
Keywords: review-of-scholarship, style, taxonomy, self, model, teacher-student, pedagogy, WAC, style
Lavelle, Ellen. (2009). Writing through college: Self-efficacy and instruction. In Beard, Roger; Debra Myhill; Jeni Riley; Martin Nystrand (Eds.), The Sage handbook of writing development (London: Sage).
Keywords: development, college-span, self-efficacy, pedagogy, review-of-scholarship
Lavelle, Ellen; Nancy Zuercher. (1999). University students' beliefs about writing and writing approaches. ERIC Document Reproduction Service, ED 434 541.
Keywords: student-opinion, FYC, survey, interview, strategy, taxonomy, personal, apprehension self-efficacy, revising, spontaneity, procedure, frequency, data
Lavelle, Ellen; Nancy Zuercher. (2001). The writing approaches of university students. Higher Education 42.3, 373-391.
Examines university writing approaches as calculated by the Inventory of Processes in College Composition (IPIC) in relation to students' beliefs about writing. Discusses the results measured by the IPIC administered to 30 freshman undergraduates, 13 of whom were selected for interview afterward, and the five factors that emerged: Elaborative, Low Self-Efficacy, Reflective-Revision, Spontaneous-Impulsive and Procedural. Lavelle and Zuercher claim that the Elaborative and Reflective-Revision dimensions represent deep approaches to writing, while the Low Self-Efficacy, Spontaneous-Impulsive and Procedural factors reflect surface approaches. Hypothesizes that students who adopted deep approaches to writing will be more likely to consider themselves writers and describe the process of writing as involving learning and changes in thinking. Lavelle and Zuercher conclude that students who scored high on the Elaborative and Reflective-Revision scales consistently voiced process as critical and inseparable from product; while writers who scored high on surface approaches failed to report an emphasis on revision, an understanding of their own process as related to outcome, or a need for self-expression and self-discovery through writing. The authors propose a need for evaluative rubrics that foster deep criteria, rather than point systems that encourage surface approaches to writing. (Jake Young)
Keywords: approaches-to-writing, disposition, student-opinion, ethnographic, interview, data, learning-style, motivation, personal, expressivist, pedagogy, self-efficacy, voice, revising, spontaneity, self-expression, inventory, sample
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.
Keywords: assessment, pedagogy, education-course, evaluation, analytic, interrater-reliability, proficiency level, data, WAC, upper-division, advanced
Leach, Judith. (1992). Connecting students' experiences to course content through collaborative learning. 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.
Keywords: WAC, collaboration, experiential, course-content, two-year
Leahy, Richard. (1995). Style matters: Helping students develop good style. College Teaching 43.1, 7-12.
Keywords: style, pedagogy, WAC, readability, syntax, sentence combining, sample, style
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
LeCourt, Donna. (1996). WAC as critical pedagogy: The third stage?. http://www.jacweb.org/archives.htm [full text]. JAC: Journal of Advanced Composition 16.3, 389-406.
LeCourt extends McLeod's notion of WAC consultants being agents of change and experimentation by suggesting that WAC consultants move beyond their current perceptions of disciplinary communities as being too rigid and resistant to changes in the teaching of writing within their disciplines. As the 'third stage' of WAC, LeCourt suggests that WAC consultants not only to use students as 'active partners' in creating change within foundationalist disciplines, but also use critical theory to bridge the gap between the two communities. [WAC Clearinghosue]
Keywords: WAC, critical pedagogy, history, change, multiculturalism, difference, literacy, cultural, poststructuralism, pedagogy
Lee, Virginia S.. (2004). Mastering inquiry-guided learning one step at a time: Faculty development and dissemination. In Lee, Virginia S. (Ed.), Teaching and learning through inquiry: A guidebook for institutions and instructors; Sterling, VA: Stylus.
Keywords: inquiry-based, learning-theory, faculty-growth, pedagogy, dissemination, WAC
Lee, Virginia S. (Ed.). (2004). Teaching and learning through inquiry: A guidebook for institutions and instructors. Sterling, VA: Stylus.
Keywords: pedagogy, pedagogy, guidelines, inquiry-based, WAC
Lee, Virginia S.; David B. Greene; Janice Odom; Ephraim Schechter; Richard W. Slatta. (2004). What is inquiry-guided learning?. In Lee, Virginia S. (Ed.), Teaching and learning through inquiry: A guidebook for institutions and instructors; Sterling, VA: Stylus.
Keywords: inquiry-based, pedagogy, definition, learning-theory, WAC
LeFevre, Karen Burke; Mary Jane Dickerson. (1981). Until I see what I say: Teaching writing in all disciplines. Burlington, VT: IDC Publications [Instructional Development Center of the University of Vermont].
Keywords: pedagogy, WAC
Leganza, Krystina K.. (1995). Writing assignments in an abstract algebra course. Humanistic Mathematics Network Journal, No. 11, 29-32.
Keywords: mathematics-course, WAC, assignment, algebra
LeGere, Adele. (1991). Collaboration and writing in the mathematics classroom. The Mathematics Teacher 84 (March), 166-171.
Keywords: WAC, mathematics-course, collaboration
Legge, Anne. (1992). I was forced to think (English). In Penney, Nancy (Ed.); Lord Fairfax Community College; Thinking through writing: Lord Fairfax Community College, 1990-1992; ERIC Document Reproduction Service, ED 353 016.
Keywords: write-to-learn, critical-thinking, WAC, two-year, literature-course
Leiker, Ronnie. (1988). Enhancing a course in office procedures: Writing assignments. 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, bizcom, office procedure, assignment, pedagogy
Leki, Ilona. (2001). 'A narrow thinking system': Nonnative-English-speaking students in group projects across the curriculum. TESOL Quarterly 35.1, 39-67.
This important study focuses on how L2 students fare during group projects when in groups with L1 students. Drawing on data from a 5-year study of 6 L2 students, Leki examines the experiences of these students participating in group work across 54 courses, with 17 of these group work experiences resulting in evaluated projects. The case study students all reported having positive experiences with group work as students in their home countries, but negative experiences in the US university, due largely to their L1 peers’ lack of confidence in L2 students’ ability to make meaningful contributions to group work. Leki shares field notes on group dynamics (including transcript excepts of group conversations), interview material from the L2 case study participants, and an analysis on why these groups did not have the learning outcomes hoped for by the faculty, drawing on theories of power and language. The article ends with a call for ESL specialists to educate faculty across the curriculum on power, language, and culture, with the goal of working to create more equitable learning environments for L2 students across the curriculum. [Michelle Cox, WAC/WID and Second Language Writers (Part 3: Studies that Look at L2 Writer across Disciplines), WPA-CompPile Research Bibliographies, No. 8]
Keywords: L2, group, data, case-study, longitudinal, student-opinion, data, native-nonnative, dynamic, ESL, WAC
Lerner, Neal. (2001). A history of WAC at a college of pharmacy. [fulltext]. Language and Learning Across the Disciplines 5.1.
In this narrative, I attempt to accomplish two purposes: 1) to describe the intertwined relationship between specific student writing activities, the college's perceived demands of pharmacy professionals, and specific cultural/social forces; and 2) to demonstrate that local historical research via documents that most of our institutions archive--course catalogs, bulletins, brochures, student newspapers, yearbooks, and committee reports--can tell us a great deal about the contexts for previous WAC efforts and the potential for the success of future ones.
Keywords: WAC, WID, writing across the curriculum, history, pharmacy
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
Lesnak, Richard J.. (1993). Using linguistics in the teaching of developmental and remedial algebra. ERIC Document Reproduction Service, ED 366 383.
Keywords: data, gain, contrast-group, pre-post, mathematics-course, basic, Robert Morris College [Pennsylvania], WAC, write-to-learn, clarity
Levy, Linda. (1998). How do HPER majors learn to write? [Health, Physial Education and Recreation]. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 09, 14-21.
Keywords: WAC, kinesiology-course, write-to-learn, pedagogy, health-science, recreational, sports, play
Lewis, Andrea; Kathryn Palmer. (2001). A critical thinking / discipline specific model for teaching writing through service learning. [fulltext]. Language and Learning Across the Disciplines 5.2.
The course we discuss in this article is an attempt to develop students' high-order cognitive skills in the context of specific disciplinary knowledge. We believe that this approach not only gives students the critical consciousness they need to produce valuable academic work and to live as active citizens beyond the ivory tower, but also helps institutionalize service learning as a credible pedagogical approach. This paper, then, will outline the pedagogical basis of our course and will explain how that basis translates into a host of practical matters including pre-course project development and agency liaison, the nature of specific projects and the necessity of matching students with appropriate projects, actual classroom instruction, and agency-student-academy dynamics. Moreover, it will examine—in the contexts of classroom instruction and actual student work—the way in which the course encourages the development of knowledge as the product of critical inquiry within a student's particular field of study. Ultimately, the paper works towards articulating how this approach can further institutionalize service learning by prioritizing critical thinking in the context of disciplinarity.
Keywords: WAC, WID, writing across the curriculum, service-learning, critical thinking
Lewis, Roger. (1983). Marking myself marking papers. In Thaiss, Christopher (Ed.), Writing to learn: Essays and reflections on writing across the curriculum; Dubuque, IA: Kendall/Hunt.
Keywords: WAC, write-to-learn, commenting
Li, Xiaoli; Dan Wu. (2008). [book review]. [fulltext]. WAC Journal 19, 89-91.
Keywords: Reference Guide to Writing across the Curriculum, edited by Charles Bazerman, Joseph Little, Lisa Bethel, Teri Chavkin, Danielle Fouquette, & Janet Garuris, WAC, guidelines, history, theory, research
Licata, Kenneth P.. (1980). Writing is part of literacy, too!. The Science Teacher 47, 24-26.
Keywords: WAC, science-course, genre, narrative, fantasy, assignment
Liebars, Cathy. (1997). Journal writing: A model for mathematics teacher education. ERIC Document Reproduction Service, ED 446 933.
Keywords: journal-writing, WAC, mathematics-course, pre-service, pedagogy, English-ed
Lieber, Todd. (1997). Portfolio-based exit assessment: A progress report. Ade Bulletin, no. 116, 23-32.
Keywords: Simpson College, portfolio, exit-exam, WAC, evaluation, community, self-reflection, data, frequency, rubric, topic, progress-report
Lightfoot, J. Timothy. (1998). A different method of teaching peer review systems. Advances in Physiology Education 19.1, 57-61.
Keywords: peer-evaluation, peer-review, physiology-course, WAC, double blind, discussion, pedagogy
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.
Keywords: syllabus, FYC, sophomore, WAC, sociology-course, social-science, community, primary-research, historiography, interviewing, pedagogy, how-to, social
Linda Driskill, Linda, Moderator. (2003). Plenary panel summary: processes for thinking about WAC's future [Panel Summaries]. [fulltext]. Language and Learning Across the Disciplines 6.3.
A panel discussion on the future of WAC efforts. Panelists include Chriss Thaiss, Carl Lovitt, Julie Zeleznik, Carol Holder, and Susan McLeod.
Keywords: WAC, WID, writing across the curriculum, future
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
Liss, Julie M.; Stephanie D. Hanson. (1993). Writing-to-learn in science. Journal of College Science Teaching 22.6, 342-345.
Keywords: science-course, WAC, write-to-learn, pedagogy, student-opinion
Little, Craig B.. (1982). Teaching by examples. Teaching Sociology 09.4, 401-406.
Keywords: sociology-course, WAC, pedagogy, teacher-strategy, sample
Loacker, Georgine; Lucy Cromwell; Joyce Fey; Diane Rutherford. (1984). Analysis and communication at Alverno: An approach to critical thinking. Milwaukee, WI: Alverno Productions.
Keywords: critical-thinking, Alverno College, college-span, synthesis, reflection, judgment, collaborative, communication, analysis, explicitness, multiplicity, individualization, simulation, internship, learning-log, WAC, development
Lois, Barry. (1984). The busy professor's travel guide to writing across the curriculum. La Grande, OR: Eastern Oregon State College.
Keywords: WAC, growth, assignment, not-grading, audience, journal-writing, question-setting, plagiarism, mapping, collaborative, peer-evaluation, revising, response, criteria, conferencing, discipline-metaphor, traveling
Lomax, William. (1987). Just a few words on sentence combining across the curriculum. 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, sentence combining
Lomax, William. (1997). Just a few words on sentence combining across the curriculum. 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, sentence combining
London, Clement B. G.. (1992). Curriculum as transformation: A case for the inclusion of multiculturality. In Hedley, Carolyn; Dorothy Feldman; Patricia Antonacci (Eds.), Literacy across the curriculum.
Keywords: literacy, WAC, inclusion, multicultural, transformative, curriculum, transformative
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
Longo, Bernadette; Donna Reiss; Cynthia L. Selfe; Art Young. (2003). The poetics of computers: Composing relationships with technology. Computers and Composition 20.1, 97-118.
This article describes a course with three primary goals: (1) to help students reflect on the complex relationship between humans and technology (developed within the cultural and historical context of the twentieth century) as portrayed in fiction, nonfiction, poetry, and films that focuses on technology topics; (2) to reflect—broadly, deeply, and from humanistic perspectives—on their own responsibility for shaping this relationship in contemporary contexts; and (3) to provide opportunities within which to practice composing this relationship in personal terms—expressing a personal understanding of humans and computers in language and images, poetry and prose, print and new-media contexts. In such an instructional context—while acquiring facility in making meaning within digital communication environment—students from different academic majors developed a critical perspective on the tools they used and became increasingly conscious about their power, as social agents, to shape the relationship between humans and computers.
Keywords: syllabus, computer, technology, human-machine, cultural, historical, creative literature, personal, WAC, critique, tool-use, pedagogy, poetics
Lord, Russell. (1989). Musings on writing across the curriculum. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 01, 77-81.
Keywords: WAC, literature-course, freewriting, journal-writing, group, revising, FYC, writing-about-liter
Lord, Thomas R.. (1994). Using constructivism to enhance student learning in college biology. Journal of College Science Teaching 23, 346-348.
Keywords: cooperative, biology-course, WAC, group
Lory, Alice; Gene Coggshall; Barbara Adams; Patricia Pesoli-Bishop. (1977). We must all teach writing. ERIC Document Reproduction Service, ED 145 475.
Keywords: summer faculty-workshop, Ithaca College, WAC, retraining, evaluation, term-paper, commenting, teacher-opinion
Loschky, Lynne. (1984). State of peer tutor training: What we are presently doing. [fulltext]. Writing Lab Newsletter 08.1, 1-6.
Keywords: wcenter, data, questionnaire, tutor-training, cross-disciplinary, WAC, peer-tutoring
Loux, Ann Kimble; Rebecca Stoddart. (1993). Denial, conflagration, pride: Three stages in the development of an advanced writing requirement. ERIC Document Reproduction Service, ED 361 730.
Keywords: WAC, graduation-requirement, syllabus-design, portfolio, evaluation, denial, requirement
Love, Eric; Dick Tahta. (1977). Language across the curriculum: Mathematics. Mathematics Teacher 79, 48-49.
Keywords: WAC, mathematics-course, England, school, curriculum
Lovitt, Carl R.. (1993). Three South Carolina institutions co-host first regional writing across the curriculum conference. Composition Chronicle Newsletter 06.4, 8-9.
Keywords: South Carolina, conference, regional, WAC, curriculum
Lovitt, Carl R.; Art Young. (1994). Portfolios in the disciplines: Sharing knowledge in the contact zone. In Black, Laurel; Donald A. Daiker; Jeffrey Sommers; Gail Stygall (Eds.), New directions in portfolio assessment: Reflective practice, critical theory; and large-scale scoring; Portsmouth, NH: Boynton/Cook Publishers.
Keywords: portfolio, WAC, disciplinary, sharing
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
Lukeman, Howard. (1992). First year student essays in humanities and social sciences: The need for new paradigms. Education in Rural Australia 02.2, 37-40.
Keywords: first-year, WAC, text-analysis, discipline-specific, academic, convention, critical-analysis, argumentation, humanities, social-science, paradigm, sciences-humanities, social
Lundy, Eileen T.. (1982). Hearings on language and literacy. Testimony before the National Commission on Excellence in Education (Houston, Texas, April 1982). ERIC Document Reproduction Service, ED 237 031.
Keywords: University of Texas, governmental, hearings, basic, syllabus, testing, criterion-referenced, holistic, school, WAC, excellence, testimony
Lunsford, Ronald F.. (1997). When less is more: Principles for responding in the disciplines. In Sorcinelli, Mary Deane; Peter Elbow (Eds.), Writing to learn:Strategies for assigning and responding to writing across the disciplines (New directions for teaching and learning, No. 69); San Francisco, CA: Jossey-Bass.
Keywords: write-to-learn, WAC, response, principle, data, frequency
Lunstrum, John; Judith Irwin. (1981). Integrating basic skills into social studies content. Social Education 45 (October).
Keywords: WAC, school, social-studies-course, basic-skill, integrated, social
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. (1988). Research projects for college students: What to write across the curriculum. Westport, CT: Greenwood Press.
Keywords: WAC, assignment, term-paper, project, research-project
Lynch, Dennis A.. (1998). E-mail in an interdisciplinary context. 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, email, assignment, Michigan Technological University, student-opinion, teacher-opinion
Lyons, A. Wendy. (1996). A hybrid genre for embracing WAC contraries. ERIC Document Reproduction Service, ED 398 576.
Keywords: science-writing, report-writing, laboratory-report, FYC, WAC, assignment, quasi-scientific, science, research-report, psychological, personality-type, pedagogy, contraries, hybridity
MacAllister, Joyce. (1982). Responding to student writing. In Griffin, C. Williams (Ed.); Teaching writing in all disciplines (New Directions for Teaching and Learning No. 12); San Francisco, CA: Jossey-Bass Inc., Publishers.
Keywords: WAC, response, student-writing
Macdonald, R. Heather. (1991). Writing assignments challenge students in a physical-geology course. Journal of Geological Education 39.3, 199-201.
Keywords: geology-course, large-class, lecture, WAC, audience, popularization, topic
MacDonald, Susan Peck. (1986). Third College societal analysis writing adjuncts program: A report on the first year, 1985-86 (Third College Writing Program evaluation study, No. 14). San Diego, CA: University of California, San Diego, Third College Writing Program.
Keywords: linked, WAC, University of California, San Diego, teaching fellow, gen-ed, data, assignment, student-opinion, teacher-strategy
Mackiewicz, Jo; Isabelle Thompson. (2013). Motivational scaffolding, politeness, and writing center tutoring. Writing Center Journal 33.2, 38-73.
Keywords: wcenter, peer-tutor, self-regulation, motivation, writer-motivation, student-motivation, politeness, scaffolding, self-efficacy
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
Magnotto, Joyce. (1991). Faculty writing groups a useful addition to WAC programs. Composition Chronicle Newsletter 04.4, 7-8.
Keywords: support-group, faculty, WAC
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
Mahala, Dan; Jody Swilky. (1995). Rhetoricizing the teacher's position: Or what to make of the ghost of 'process' in multicultural pedagogies. ERIC Document Reproduction Service, ED 381 798.
Keywords: WAC, history, England, 1950-1960, expressivist, singularity, voice, authenticity, text-analysis, multicultural, pedagogy
Mahala, Daniel. (1988). Writing utopias: Visions of the uses of literacy [doctoral thesis]. Albany, NY: State University of New York at Albany.
Keywords: WAC, SUNY Albany, change, curriculum, Freire, Fredric Jameson, Foucault
Mahala, Daniel. (1991). Writing utopias: Writing across the curriculum and the promise of reform. College English 53.7, 773-789.
Argues that questions implied by Writing across the Curriculum (WAC) have been muted to insulate the tenuous consensus on which WAC is built from the clash of powerful and professional ideological interests in the university. Includes discussion of British expressivism as curricular critique, and the U.S. retreat from institutional critique. [WAC Clearinghouse]
Keywords: WAC, change, critique, curriculum, expressivism, process, felt sense, history, England, institutional, USA-Britain, change
Mahalski, Pauline A.. (1992). Essay-writing: Do study manuals give relevant advice?. Higher Education 24.1, 113-132.
Keywords: geography-course, WAC, study-guide, improvement, data, text-analysis, commenting, grades, data, Otago University [New Zealand], manual, relevance
Maimon, Elaine. (1979). Final report to the National Endowment for the Humanities [on the WAC program at Beaver College], Project No., E1-27873-77-752. Washington, D. C.: National Endowment for the Humanities.
Keywords: WAC, Beaver College, grant, linked, FYC, biology, final-report
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.. (1979). Administering a cross-disciplinary writing program. ERIC Document Reproduction Service, ED 172 253.
Keywords: WAC, pedagogy, peer-evaluation, process, revising, pre-writing, paper-load
Maimon, Elaine P.. (1979). Writing in the total curriculum at Beaver College. College English Association Forum 9 [Dec.], 7-10.
Keywords: WAC, Beaver College, curriculum
Maimon, Elaine P.. (1979). Writing, learning, and thinking at Beaver College. ERIC Document Reproduction Service, ED 175 054.
Keywords: disciplinary, Beaver College, teacher-cooperation, WAC, retraining, academic, pedagogy, objective
Maimon, Elaine P.. (1981). Visions and revisions across the curriculum. ADE Bulletin, no. 69, 39-40.
Keywords: Beaver College, WAC, FYC, wcenter, Shaughnessy, Kinneavy, Bruffee
Maimon, Elaine P.. (1982). Teaching writing in the '80s: Conversations and connections. Journal of Teaching Writing 01.1, 19-23.
Keywords: pedagogy, WAC
Maimon, Elaine P.. (1983). Graduate education and cooperative scholarship. In Bouton, Clark; Russell Y. Garth (Eds.), Learning in groups (New directions for teaching and learning, No. 14); San Francisco, CA: Jossey-Bass.
Keywords: individualismic, humanities, professional publishing, social, group, graduate, University of Pennsylvania, collaboration, Yale University, WAC
Maimon, Elaine P.. (1986). Collaborative learning and writing across the curriculum. [fulltext]. Writing Program Administration 09.3, 16-Sep.
Keywords: WAC, collaboration
Maimon, Elaine P.. (1991). Errors and expectations in writing across the curriculum: Diversity, equity, and the ideology of writing across the curriculum. ERIC Document Reproduction Service, ED 331 092.
Keywords: WAC, diversity, equity, ideology, write-to-learn, theory, individualization, expectation
Maimon, Elaine P.; Barbara F. Nodine. (1978). Measuring behavior and attitude in the teaching of writing among faculties in various disciplines. ERIC Document Reproduction Service, ED 167 999.
Keywords: survey, faculty-opinion, needs-analysis, WAC, liberal arts, process, growth, grading, evaluation, data, frequency, commenting, form-content
Maimon, Elaine P.; Barbara F. Nodine. (1979). Words enough and time: Syntax and error one year after. In Daiker, Donald; Andrew Kerek; Max Morenberg (Eds.), Sentence combining and the teaching of writing: Selected papers from the Miami University Conference, Oxford, Ohio, October 27 & 28, 1978; Conway, AK: L & S Books; with the Departments of English, University of Akron, University of Central Arkansas.
Keywords: sentence combining, error, data, longitudinal, FYC, sophomore, college-span, development, syntax, MX, t-unit, Kitzhaber, SAT-testing, WAC, gain
Malinowski, Arlene. (2004). Incorporating active learning, critical thinking, and problem-based learning in an advanced French culture and civilization course. In Lee, Virginia S. (Ed.), Teaching and learning through inquiry: A guidebook for institutions and instructors; Sterling, VA: Stylus.
Keywords: inquiry-based, pedagogy, active-learning, critical-thinking, problem-solving, history-course, France, WAC
Malinowski, Walt. (1992). HLT 116 personal wellness classes. In Penney, Nancy (Ed.); Lord Fairfax Community College; Thinking through writing: Lord Fairfax Community College, 1990-1992; ERIC Document Reproduction Service, ED 353 016.
Keywords: write-to-learn, critical-thinking, WAC, two-year, wellness-course
Mallonee, Barbara C.; John R. Breihan. (1984). Writing across the curriculum, phase two: Beyond the workshop 'Empirical Rhetoric' at Loyola. ERIC Document Reproduction Service, ED 248 515.
Keywords: WAC, faculty-workshop, empirical, rhetoric
Mallonee, Barbara; John R. Breihan. (1985). Responding to students' drafts: Interdisciplinary consensus. College Composition and Communication 36.2, 213-231.
Keywords: response, evaluation, teacher-consensus, assessment, WAC, reliability, teacher-rater, content-course, error, drafting
Malone-France, Derek. (2008). Composition pedagogy and the philosophy curriculum. Teaching Philosopohy 31.1, 59-86.
Keywords: philosophy, curriculum, philosophy-course, pedagogy, WAC, interdisciplinary, composition-studies, pedagogy, philosophy
Mandell, Dan. (1979). Developing analytic and argumentative skills in philosophy. In Vacca, Linnea (Ed.), Papers from Saint Mary's college writing seminar; ERIC Document Reproduction Service, ED 176 311.
Keywords: WAC, philosophy-course, argumentation, analysis, skill, pedagogy, philosophy
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,
Maraffa, Thomas. (1985). Ungraded writing assignments in geography classes. Journal of Geography in Higher Education 09.2, 165-169.
Keywords: geography-course, WAC, not-grading, paper-load, assignment, in-class, journal-writing
Margot, Soven. (2001). Curriculum-based peer tutors 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.
Chapter includes samples of LaSalle's "Program Fact Sheet," forms for faculty nominations, fellow-faculty agreement, letter to potential writing fellows, and program evaluation reports. [WAC Clearinghouse]
Keywords: LaSalle University, peer-tutor, tutor-training, WAC, fact-sheet, teaching fellow, materials, documentation, sample, tutoring
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.
Keywords: education-course, disability, history-course, write-to-learn, pedagogy, WAC
Marius, Richard. (1992). Writing across the curriculum. In Kline, Nancy (Ed.), How writers teach writing; Englewood Cliffs, NJ: Prentice Hall.
Keywords: WAC, literacy, cultural, life-narrative, teacher-story, historiography, term-paper, advanced, holistic, response, large-class, lecture, class-size
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
Marra, James L.; Niel Big; Tania Calvimontes; Paul Marosa; Diane Perkins. (1993). Techniques for improving student writing and thinking skills in text-heavy courses. ERIC Document Reproduction Service, ED 363 871.
Keywords: WAC, pedagogy, process, student-writing
Marsden, Helen; Marie Carroll; James T. Neill. (2005). Who cheats at university? A self-report study of dishonest academic behaviours in a sample of Australian university students. Australian Journal of Psychology 57.1, 1-10.
Keywords: cheating, Australia, data, self-report, self-efficacy, procrastination, self-doubt, plagiarism
Marsella, Joy; Thomas L. Hilgers; Clemence McLaren. (1992). How students handle writing assignments: A study of eighteen responses in six disciplines. In Herrington, Anne; Charles Moran (Eds.), Writing, teaching and learning in the disciplines; New York, NY: Modern Language Associates.
Keywords: WAC, assignment, student-opinion, cross-disciplinary, process
Martin, Nancy; Peter Medway; Harold Smith; Pat D'Arcy. (1984). Why write?. In Martin, Nancy (Ed.), Writing across the curriculum pamphlets; Upper Montclair, NJ: Boynton/Cook.
Keywords: WAC, pedagogy, school, high-school, sample
Martindale, Carolyn. (1991). Infusing cultural diversity into communication courses. Journalism Educator 45.4, 34-38.
Keywords: journalism-program, WAC, diversity, minority, term-paper
Marx, Michael Steven. (1987). Joining the composition classroom and the content course: A contextualized approach for teaching developmental writing. ERIC Document Reproduction Service, ED 285 175.
Keywords: basic, University of Michigan, WAC, write-to-learn, syllabus, assignment, journal-writing, conferencing, placement, data, contextualization
Mathieu, Paula. (2005). Tactics of hope: The public turn in English composition. Portsmouth, NH: Boynton/Cook.
Keywords: public, social, extracurricular, public advocacy, service-learning, pedagogy, tactics
Mathieu, Paula; Diane George. (2009). Not going it alone: Public writing, independent media, and the circulation of homeless advocacy. College Composition and Communication 61.1, 130-149.
Keywords: public address, media, independent, homeless, advocacy, public sphere, publishing, student-as-writer, pedagogy
Matsuda, Paul Kei; Jeffrey Jablonski. (2000). Beyond the L2 metaphor: Towards a mutually transformative model of ESL/WAC collaboration. [Link]. Academic.Writing 1.
In this landmark essay, Matsuda and Jablonski argue that the metaphor often used in WAC that characterizes all students as second language students when writing in unfamiliar discourses renders ESL writers invisible in WAC programs and elides the additional challenges ESL students have when writing across the curriculum. Matsuda and Jablonski call for a rethinking of this metaphor as well as increased collaboration between WAC and ESL specialists. [Michelle Cox, WAC/WID and Second Language Writers (Part 1: WAC/WID Administrative Issues and L2 Writers), WPA-CompPile Research Bibliographies, No. 8]
Keywords: L2, L1-L2, ESL, WAC, WID, metaphor, pedagogy, pedagogy, metaphoric, mutuality, transformative, model, mutuality, transformative
May, Gordon S.; C. B. May. (1989). Communication instruction: What is being done to develop the communication skills of accounting students?. Journal of Accounting Education 07, 233-244.
Keywords: WAC, accounting-course, survey, faculty-opinion, pedagogy, curriculum, data
May, Gordon S.; Claire Arevalo. (1983). Integrating effective writing skills in the accounting curriculum. Journal of Accounting Education 01.1, 119-126.
Keywords: WAC, accounting-course, syllabus, sequence, consultancy, integrated
McCabe, Don F.. (1994). Writing (and talking) to learn: Integrating disciplinary content and skills development. ERIC Document Reproduction Service, ED 390 460.
Keywords: WAC, peer-evaluation, discussion, group, improvement, critical-thinking, problem-solving, review-of-scholarship, Southern Illinois University, political-science-course, integrated
McCarthy, Lucille Parkinson. (1985). A stranger in strange lands: An ethnographic study of a college student writing in two academic contexts. ERIC Document Reproduction Service, ED 284 278.
Keywords: writing-about-lit, biology-course, WAC, case-study, think-aloud, protocol-analysis, student-interview, disciplinary, assignment, situational, data, student-writing
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
McCleary, William J.. (1990). Kenneth Eble on writing in college: Ahead of his time. In Jussawalla, Feroza (Ed.), Excellent teaching in a changing academy: Essays in honor of Kenneth Eble (New Directions for teaching and learning No. 44); San Francisco, CA: Jossey-Bass.
Keywords: Kenneth Eble, term-paper, WAC, collaboration, handwriting, write-to-learn
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
McClure, Randall; Lisa Baures. (2007). Looking in by looking out: The DNA of composition in the information age. full text. C&C Online (Fall).
Keywords: information literacy, objective, rhetorical knowledge, critical-thinking, process, information retrieval, Association of College and Research Libraries standards, WAC
McClymer, John F.; Kenneth J. Moynihan. (1977). The essay assignment: A teaching device. History Teacher 10.3, 359-371.
Keywords: assignment, history-course, historiography, evidence, interpretation, question-posing, evaluation, pedagogy, WAC
McComas, Karen; Charles Lloyd. (2003). Reflection as tension and voice in teaching portfolios. [fulltext]. WAC Journal 14, 67-86.
Keywords: teaching-portfolio, reflection, tension, voice, WAC
McCoy, Rebecca K.. (1999). Integrating writing in the classroom with reader responses. Teaching History: A Journal of Methods 24.1, 28-36.
Keywords: reader-response, critical-thinking, classroom, discussion, assignment, history-course, WAC, integrated
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
McGeary Signian. (2005). The 'just right' challenge. Segall, Mary T.; Robert Smart (Eds.), Direct from the disciplines: Writing across the curriculum; Portsmouth, NH: Boynton/Cook.
Keywords: WAC, assignment, difficulty, challenge, occupational-therapy, psychology-course
McGee, Diane; Christine Starnes; John Abbott College [Sainte Anne de Bellevue, Quebec]. (1988). Evaluation as empowerment: Holistic evaluation across the curriculum. ERIC Document Reproduction Service, ED 319 425.
Keywords: John Abbott College [Montreal], Canada, assessment, holistic, WAC, write-to-learn, faculty-opinion, student-opinion, grading, contrast-group, data, sample rating rubric
McGovern, Thomas V.; Deborah L. Hogshead. (1990). Learning about writing, thinking about teaching. Teaching of Psychology 17.1, 5-10.
Keywords: WAC, retraining, faculty-workshop, Virginia Commonwealth University, psychology-course, teacher-evaluation, bibliography
McHugh, Nancy. (1987). Teaching the domains of writing. In Olson, Carol Booth (Ed.), Practical ideas for teaching writing as a process; Sacramento, CA: Bureau of Publications, California Department of Education.
Keywords: WAC, pedagogy
McHugh, Nancy. (1997). Teaching the domains of writing. 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: WAC, pedagogy
McKay, Roberta. (1996). Journal writing in social studies: Current concerns. Canadian Social Studies 30.2, 56-57.
Keywords: journal-writing, social-studies-course, WAC, write-to-learn, critical-thinking, metacognition, social
McLeod, Susan. (1984). Writing tips: Assigning and responding to student writing. San Diego, CA: San Diego State University.
Keywords: WAC, assignment-design, response, teacher-opinion, student-writing
McLeod, Susan. (2001). The pedagogy of writing across the curriculum. In Tate, Gary; Amy Rupiper; Kurt Schick (Eds.), A guide to composition pedagogies; New York: Oxford University Press.
Keywords: pedagogy, WAC, pedagogy
McLeod, Susan. (2008). The future of WAC [plenary address, Ninth International Writing Across the Curriculum Conference, May 2008, Austin, Texas]. [fulltext]. Across the Disciplines 05.
Keywords: WAC, future, change, teaching fellow, communication, technology, assignment-design, cultural lag, administration, assessment, democritization, internationalization, abroad
McLeod, Susan H.. (1984). Writing across the curriculum: Final report. San Diego, CA: San Diego State University.
Keywords: WAC, grant (1982-1984), faculty-workshop, San Diego State University, materials, data
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.; Laura Emery. (1988). When faculty write: A workshop for colleagues. College Composition and Communication 39.1, 65-67.
Keywords: WAC, faculty-workshop, teacher-as-writer, collegiality, audience
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.; 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
McLeod, Susan; Elaine Maimon. (2000). Clearing the air: WAC myths and realities. College English 62.5, 573-583.
McLeod and Maimon respond to 'WAC Myths' they have encountered at conferences, and particularly in articles by C. Knoblauch and Lil Brannon, and by Daniel Mahala. They feel that the history of WAC is misunderstood, leading to misconceptions about WAC today; therefore, they try to re-historicize and redefine WAC. They deny that WAC began as 'grammar across the curriculum.' They deny that there is a 'technical correctness' camp in WAC, and that this campís goals are expressed in WID. They answer Mahala in particular, and say that WAC has always taught both exploratory, ìwriting to learnî assignments, and disciplinary writing. But the latter does not imply teaching 'correctness.' Instead, WID is rhetorical. It allows students to learn the purposes and expectations of writing in their field; it also makes faculty express and clarify what they expect out of disciplinary writing. For the authors, WID is part of WAC, and should be, and always has. [WAC Clearinghouse]
Keywords: writing across the curriculum, WAC, myth, demystification, WID, writing in the disciplines, pedagogy, pedagogy, curriculum, faculty development
McLeod, Susan; Eric Miraglia; Margot Soven; Christopher Thais (Eds.). (2001). WAC for the new millennium: Strategies for continuing writing-across-the-curriculum programs. Urbana, IL: National Council of Teachers of English.
An important new collection updating WAC theory and practice. [WAC Clearinghouse]
Keywords: WAC, theory, pedagogy
McLeod, Susan; John Jarvis. (1987). What DO students write in the university?. Washington English Journal 09.3, 23-26.
Keywords: survey, assignment, WAC, genre, data, frequency, term-paper, problem-solving
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
McMillen, Liz. (1986). Science and math professors are assigning writing drills to focus students' thinking. Chronicle of Higher Education 31.19 (January 22), 19-21.
Keywords: WAC, science-course, mathematics-course, write-to-learn, classroom, critical-thinking, improvement, drill
McMullen, Hal. (1992). Augmenting critical thinking through writing in an introductory philosophy course. In Penney, Nancy (Ed.); Lord Fairfax Community College; Thinking through writing: Lord Fairfax Community College, 1990-1992; ERIC Document Reproduction Service, ED 353 016.
Keywords: write-to-learn, critical-thinking, WAC, two-year, philosophy-course, introductory, philosophy
McNeil, Lynda D.. (1988). Logging the interpretive act: Dialogical interaction in the literature classroom. ERIC Document Reproduction Service, ED 297 369.
Keywords: literature-course, critical-thinking, journal-writing, reading-log, write-to-learn, WAC, hypothesis-testing, self-reflection, critical consciousness, dialogic, interpretation
Meade, Martin J.. (1983). Student writing in courses: Specific strategies for minimizing faculty workload. ERIC Document Reproduction Service, ED 238 784.
Keywords: psychology-course, WAC, write-to-learn, paper-load, pedagogy, evaluation, assignment, essay-length, self-evaluation, peer-evaluation, minimal marking, commenting, student-writing
Medina, Suzanne L.. (1994). Teaching academic essay writing: Accelerating the process. ERIC Document Reproduction Service, ED 417 412.
Keywords: pedagogy, WAC, social-science-course, essay-writing, process, task-analysis, model, sample, drafting
Melhado, L. Lee. (1981). Technical writing and the chemical literature: A unified approach. Journal of College Science Teaching 10.5, 299-302.
Keywords: chemistry-course, WAC, syllabus, pedagogy, integrated
Melles, Gavin. (2005). Familiarizing postgraduate ESL students with the literature review in a WAC/EAP engineering classroom. [fulltext]. Across the Disciplines 02.
Keywords: ESL, research-review, postgraduate, engineering, WAC, EAP, pedagogy, familiarity
Melzer, Dan. (2002/2003). Teaching with technology: New contexts for WAC. link to full text. Academic Writing 03.
Keywords: pedagogy, technology, computer, WAC, change
Melzer, Dan. (2003). Assignments across the curriculum: A survey of college writing. [fulltext]. Language and Learning Across the Disciplines 6.1.
This essay will present the results of a study that looks to address the need for both a large-scale study of college writing and an unsolicited sample: a textual analysis of the aims, audiences, and genres of nearly 800 writing assignments from across the college curriculum at forty-eight institutions, collected via course websites on the Internet. The study emulates Britton's and Applebee's research by exploring the nature of writing across disciplines on a broader scale than has yet been attempted at the college level, and at the same time it looks to avoid the problems of teacher self-reporting found in previous WAC surveys.
Keywords: WAC, WID, writing across the curriculum, data, survey, Britton, Applebee
Melzer, Dan. (2009). Writing assignments across the curriculum: A national study of college writing. full text. College Composition and Communication 61.2, W240-W261.
Keywords: term-paper, WAC, survey, assignment, USA, national, data, integration, conflict
Melzer, Dan. (2009). Writing assignments across the curriculum: A national study of college writing. full text. College Composition and Communication 61.2, 378, W240-W261.
Keywords: assignment, survey, USA, WAC, data
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
Melzer, Daniel; Pamel Zemliansky. (2003). Research writing in the first-year composition and across disciplines: Assignments, attitudes, and student performance. full text. Kairos: A Journal of Rhetoric, Technology, and Pedagogy 08.1.
Keywords: FYC, term-paper, computer, assignment, student-attitude, quality, WAC
Mendelson, Carl Victor. (1991). Constructional morphology and exaptation as perspectives for a term project in paleontology. Journal of Geological Education 39.3, 213-216.
Keywords: geology-course, paleontology , WAC, term-paper, oral-presentation, assignment
Merrill, Yvonne. (2000). Anchoring WAC by focusing on rhetorical analysis in first-year composition. [fulltext]. Language and Learning Across the Disciplines 4.1.
This article explores WAC efforts at Arizona State University.
Keywords: Arizona State University, WAC, rhetorical-analysis, FYC
Merrill, Yvonne. (2004). Writing as situated thinking in general education. [Link]. Across the Disciplines 01.
Yvonne Merrill argues that the use of critical thinking as an inducement for curricular reform in general education 'is the surest and best way to implement writing across the curriculum, particularly at a large school with no formal WAC program.' She chronicles the use of this approach at the University of Arizona and reflects on its implications for other institutions. (Published March 8, 2004) [WAC Clearinghouse]
Keywords: critical-thinking, situated, WAC, gen-ed, general education, reformist
Meyer, Emily; Louise Z. Smith. (1987). The practical tutor. New York: Oxford University Press.
Keywords: tutoring, guidelines, invention, revising, error, assignment, WAC, computer, tutor-tutee, transcript-analysis, sample, commenting, tutoring
Meyer, Rochelle Wilson. (1991). A classroom note on integrating literacy activities into the mathematics classroom. Mathematics and Computer Education 25.1, 38-41.
Keywords: mathematics-course, WAC, write-to-learn, summary-writing, microtheme, essay-writing, presentation, assignment, integrated
Michalak, Stanley J., Jr.. (1989). Writing more, learning less?. College Teaching 37.2, 43-45.
Keywords: WAC, political-science-course, volume-of-writing, contrast-group, grades, correlation, data
Middleton, James. (1981). A rationale for writing in the content areas. http://comppile.org/archives/fforum/fforum2(2).htm [fulltext]. fforum: A Newsletter of the English Composition Board, University of Michigan 02.2, 82, 88-89.
Keywords: WAC, write-to-learn, audience, content-course, model, teaching-assistant, teacher-cooperation, team-teaching, backscratching, discovery, activity, rationale
Middleton, James Edward. (1983). Linking writing instruction to subject area learning: Rationale, structures and strategies [doctoral thesis]. Ann Arbor, MI: University of Michigan.
Keywords: WAC, write-to-learn, theory, curriculum, rationale
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
Migliaccio, Todd; Dan Melzer. (2011). Using grounded theory in writing assessment. link to full text. WAC Journal 22, 79-89.
Keywords: assessment, validation, grounded-theory, contextuality, fit, relevance, workability, modifiability, WAC, sociology-course, coding, critical-thinking, rubric, research-method
Miles, Curtis. (1982). The 4th R: Reasoning: Microthemes: Writing and thinking intertwined. Journal of Developmental and Remedial Education 06.1, 9, 32.
Keywords: microtheme, student-response, assignment, critical-thinking, WAC, reasoning
Miles, Libby; Michael Pennell; Kim Henley Owens; Jeremiah Dyehouse; Helen O'Grady; Nedra Reynolds; Robert Schwelger; Linda Shamoon. (2008). Thinking vertically [Interchanges: Commenting on Douglas Downs and Elizabeth Wardle's 'Teaching about Writing, Righting Misconceptions']. College Composition and Communication 59.3, 503-511.
Keywords: academic, curriculum, FYC, major, production, rhetorical, situational, text-analysis, WAC, WID, writing, misunderstanding, vertical, thought
Millard, Thomas L.. (1986). A non-traditional approach for improving the writing skills of college students. ERIC Document Reproduction Service, ED 276 445.
Keywords: Montclair State College [New Jersey], WAC, critical-thinking, prior knowledge, student publishing, pedagogy, approach, nontraditional, tradition
Miller, Carol; Thomas Brothen; Jay Hatch; Norman Moen. (1988). Beyond functional literacy: An integrated writing across the curriculum package for basic writers. Research and Teaching in Developmental Education 05.1, 5-16.
Keywords: functional literacy, WAC, basic, learning-community, history-course, environmental-science-course, FYC, University of Minnesota, critical-thinking, course-content, integrated, environmental, write-to-learn
Miller, L. Diane; David A. England. (1989). Writing to learn algebra. Science and Mathematics 89, 299-312.
Keywords: mathematics-course, write-to-learn, WAC, in-class, assignment, school
Miller, M. G.. (1999). Writing abstracts on a central theme. Journal of College Science Teaching 28, 397-400.
Keywords: abstract-writing, science-course, geology-course, pedagogy, WAC
Miller, Margaret Rigby. (1996). A comparison of the defining characteristics of college-level course work between and among English and mathematics faculty at a community college and a university [doctoral thesis]. Blacksburg, VA: Virginia Polytechnic Institute and State University.
Keywords: two-year-four-year, cross-disciplinary, mathematics-course, WAC, syllabus
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.
Keywords: psychology-course, essay-writing, assignment, write-to-learn, student-attitude, belief, resistance, counter-claim, counterattitudinal advocacy
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.
Keywords: WAC, sociology-course, social-psychology, collaboration, pedagogy, social, social-psychology
Miller, Robert S.. (1999). Connecting with first-year experience through writing: Interviews of Dick Hunnewell and Kate Donahue. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 10, 29-32.
Keywords: WAC, first-year-seminar, first-year experience, write-to-learn, teacher-interview, Dick Hunnewell, Kate Donahue
Miller, Robert S.. (2001). WAC meets TAC: WebCT bulletin boards as a writing to learn technique [technology across the curriculum]. [fulltext]. Plymouth State College Journal on Writing Across the Curriculum 12, 61-70.
Keywords: bulletin-board, technology, WAC, WebCT, pedagogy
Millsap, Roger E.; City University of New York, Center for Advanced Study in Education. (1998). Distance learning project: Final evaluation report. ERIC Document Reproduction Service, ED 425 284.
Keywords: distance, workplace, Self-Directed Workplace Distance Learning for Developmental Disabilities Workers Project, disability, data, pre-post, contrast-group, background, problem-solving, self-efficacy, gain
Millsaps, Ellen M.. (2003). Faculty interdisciplinary collaboration on a college-wide writing guide. [fulltext]. WAC Journal 14, 101-118.
Keywords: teacher-cooperation, collaboration, teacher-manual, evaluation, WAC, interdisciplinary
Minock, Mary. (1996). A(n) (un)certain synergy: Rhetoric, hermeneutics, and transdisciplinary conversations about writing. College Composition and Communication 47.4, 502-522.
Keywords: WAC, synergy, theory, pedagogy, disciplinary, hermeneutic, rhetorical
Minor, Harold C.. (1986). The buck stops here. Writing Across the Curriculum [Southern Technical Institute] 04.1, 6-7.
Keywords: decline, syllabus, WAC, syllabus, testing, term-paper, grading, sociology-course
Mirsky, Arthur. (1991). Writing assignments as a continuum in geoscience. Journal of Geological Education 39.3, 232-236.
Keywords: science-course, geoscience, WAC, techcom, sophomore, assignment, sequence, pedagogy
Mitchell, Felicia. (1987). Bridging the communication gap between teacher and student: Composing assignments in the content areas. ERIC Document Reproduction Service, ED 289 178.
Keywords: University of Texas at Austin, WAC, assignment, text-analysis, survey, data, topic specification
Mitchell, Felicia. (1987). Writing assignments across the curriculum: A study of faculty interpretation of a university-wide writing requirement [doctoral thesis]. Austin, TX: University of Texas at Austin.
Keywords: assignment, survey, WAC, teacher-opinion, requirement
Mitchell, Rebecca Hayward. (1997). The perceptions and practices of selected high school teachers in special admission schools regarding writing across the curriculum [doctoral thesis]. Philadelphia, PA: Temple University.
Keywords: WAC, high-school, special-admissions, teacher-perception, pedagogy
Mochamer, Randi Ward. (1985). Teaching writing as thinking across the secondary curriculum: An annotated bibliography. ERIC Document Reproduction Service, ED 259 401.
Keywords: WAC, write-to-learn, critical-thinking, high-school, bibliography, annotated, review-of-scholarship
Modesitt, Leland E., Jr.. (1993). The loneliness of the long distance writer or are there pitfalls to well-designed encouragement?. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 04, 75-88.
Keywords: WAC, pedagogy, student-motivation, encouragement
Moeller, Joseph J., Jr.. (1989). Stevens Institute of Technology: Integrating information technology into the curriculum. In Graves, William H. (Ed.), Computing across the curriculum: Academic perspectives; McKinney, TX: Academic Computing Publications.
Keywords: WAC, computer, Stevens Institute of Technology, curriculum, information technology, institute, integrated
Moffett, James. (1981). Active voice: A writing program across the curriculum. Upper Montclair NJ: Boynton/Cook.
Keywords: pedagogy, curriculum, school-college, exercise, workshopping, readings, sample, WAC, process, pre-writing, revising, sequence, formal-informal, narrative, essay-writing, argumentative, audience, personal essay, observation, abstraction, performance, public, individualization, folder, genre, group, student-motivation
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
Moll, Michael B.; Robert D. Allen. (1982). Developing critical thinking skills in biology. Journal of College Science Teaching 12.2, 95-98.
Keywords: biology-course, WAC, critical-thinking, West Virginia University, observation, data-collection, pre-post, gain, data
Mondschein Leist, Susan R.. (1997). A guidebook for using writing to teach across the curriculum. Needham Heights, MA: Simon & Schuster Custom Publishing.
Keywords: WAC, pedagogy, teacher-manual
Monroe, Jonathan. (2002). Global cultures, local writing: The Cornell Consortium for Writing in the Disciplines. [fulltext]. Language and Learning Across the Disciplines 5.3.
This article explores the origins and effects of Cornell's Consortium of Writing.
Keywords: WAC, WID, writing across the curriculum, history, global, Cornell, 'Consortium of Writing'
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]
Keywords: WAC, pedagogy, science-course, social-science-course, humanities-course
Monroe, Jonathan. (2003). Writing and the disciplines. Peer Review 06.1, 4-7.
Keywords: WAC, WID, disciplinary, territoriality, academic, advanced, Cornell University, staff, curriculum
Monroe, Jonathan; Alice Fulton; Roald Hoffmann. (2003). Unsettling knowledge: A poetry/science trialogue. [fulltext]. Language and Learning Across the Disciplines 6.2.
This article explores the relationship between poetry and science.
Keywords: WAC, WID, writing across the curriculum, poetry, poetry
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
Montgomery, Margaret L.. (1947). Communications work at Talladega College. College English 09.2, 99-103.
Keywords: academic, FYC, WAC, comskills, Talladega College [Alabama], first-year experience, African-Am
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
Moon, Joan M. van Courtland. (1986). Teaching critical thinking to management students. In Golub, Jeff (Ed.), Activities to promote critical thinking: Classroom practices in teaching English, 1986 [Vol. 22]; Urbana, IL: National Council of Teachers of English.
Keywords: pedagogy, WAC, business-management-course, pre-writing, critical-thinking, assignment, scenario
Moore, Julie L.; Erin San Gregory; Sarah Matney. (2009). Designing tutor guides to enhance effectiveness across disciplines and with special demographics. link to full text. Writing Lab Newsletter 34.5-5, 1-5.
Keywords: tutor-manual, wcenter, WAC, disciplinary, diversity, tutoring
Moore, Lee. (1988). Venture plans for management students. 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, techcom, vocational, assignment, management-course
Moore, Leslie; Linda Peterson. (1983). Convention as transition: Linking the advanced composition course to the college curriculum. JAC: Journal of Advanced Composition 04.1-2, 173-188.
Keywords: advanced, curriculum, convention, WAC, syllabus, FYC, interdisciplinary, art history, biology, philosophy
Moore, Randy. (1993). Does writing about science improve learning about science. Journal of College Science Teaching 22.4, 212-217.
Keywords: WAC, write-to-learn, science-course, pedagogy, student-attitude, contrast-group, gain, data
Moore, Randy. (1994). Writing as a tool for learning biology. Bioscience 44.9, 613-617.
Keywords: biology-course, write-to-learn, decline, pedagogy, improvement, WAC
Moore, Randy. (1994). Writing to learn biology. Journal of College Science Teaching 23.5, 289-295.
Keywords: WAC, biology-course, skill-level, pedagogy
Morocco, Glenn; Margot Soven. (1990). Writing across the curriculum in the foreign language class: Developing a new pedagogy. Hispania 73.3, 845-849.
Keywords: La Salle University, WAC, L2, assignment, note-taking, job-application, letter-writing, essay, pedagogy
Morris, Barbara; George Cooper; Constance Childress; Mary Cox; Patricia Williams. (1994). Collaboration as sharing experience: A Detroit public schools / University of Michigan course. In Farrell-Childers, Pamela; Anne Ruggles Gere; Art Young (Eds.), Portsmouth, NH: Boynton/Cook Heinemann.
Keywords: school-college, teacher-cooperation, sharing, articulation, Detroit, Michigan, WAC, curriculum
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. (Ed.); Detroit Public Schools; University of Michigan. (1991). 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: school, interdisciplinary, WAC, Detroit, University of Michigan, classroom-research, teacher-researcher, collaborative
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
Morrissey, Thomas. (1995). Writing and learning across the curriculum in the 'Looking for America' freshman semester. Composition Chronicle Newsletter for Writing Teachers 08.2, 6-7.
Keywords: WAC, FYC
Morrissey, Thomas. (1995). Writing and learning across the curriculum in the 'Looking for America' freshman semester. ERIC Document Reproduction Service, ED 379 681.
Keywords: FYC, thematic, WAC, USA, cultural
Morrissey, Thomas J.. (1982). The five-minute entry: A writing exercise for large classes in all disciplines. Exercise Exchange 27.1, 41-42.
Keywords: pedagogy, freewriting, class-size, WAC, write-to-learn, first-day, large-class
Morse, Donald E.. (1985). 'Still feeling our way in the dark': Key issues in faculty development'. ADE Bulletin, no. 82, 40-42.
Keywords: retraining, WAC, faculty-workshop
Moskovitz, Cary; David Kellogg. (2005). Primary science communication in the first-year writing course. College Composition and Communication 57.2, 307-334.
Keywords: curriculum, science, reading, pedagogy, assignment, primary-research, 'primary scientific communication', writing across the curriculum, writing in the disciplines, WAC, WID, rhetorical-analysis, academic, discourse, FYC
Moss, Andrew Ian. (1976). Toward a rhetoric of inquiry: A study of the theory, application, and evaluation of the interdisciplinary writing course. ERIC Document Reproduction Service, ED 130 285.
Keywords: University of California, Los Angeles, interdisciplinary, ancillary, WAC, write-to-learn, inquiry, pedagogy, evaluation, validation, data, contrast-group, pedagogy, current-traditional, inquiry, applied
Moss, Andrew; Carol Holder. (1988). Improving student writing: A guidebook for faculty in all disciplines. Pomona, CA: California State Polytechnic University; Dubuque, IA: Kendall/Hunt.
Intended for college faculty in all disciplines, this guidebook offers practical methods and ideas intended to help teachers clarify writing assignments so that students' writing will improve, as has been seen to happen when teachers sharpen their responses to students' papers. Contents include: (1) "Assigning Writing," which describes ways of designing effective assignments including journals and ungraded writing, provides 17 suggestions for making and presenting writing assignments, and includes a checklist for evaluating assignments; (2) "Assignments That Work," which consists of a collection of writing assignments developed by instructors in various fields, including agricultural engineering, American studies, biology, chemistry, counseling, and criminal justice; (3) "Essay Examinations," which discusses how to write effective essay questions and how to help students write better exams; (4) "Strategies for Helping Students," which includes guidelines on brainstorming, research, and planning, drafting and revising, as well as a writer's checklist; (5) "Integrating Reading and Writing," which examines anticipation guides, selective reading guides, graphic organizers, vocabulary previews, and student journals; and (6) "Evaluating Students' Writing," which covers pre-evaluation, evaluation, paper marking, scores and scoring guides, and post-evaluation. (Eleven references are included, and appended are a sample of on-the-job writing tasks for professionals, a sample accounting assignment, and a techniques inventory for assigning writing and reading in the disciplines.) [ERIC; WAC Clearinghouse]
Keywords: WAC, assignment, journal, grading, evaluation, scale, list, checklist, essay-exam, read-write, academic, agricultural engineering, American studies, biology, chemistry, counseling, criminal-justice, commenting, pedagogy, workplace, task, essay-quality, teacher-manual, student-writing
Moss, Andrew; Carol Holder; California State Polytechnic University. (1988). Improving student writing: A guidebook for faculty in all disciplines. ERIC Document Reproduction Service, ED 295 218.
Keywords: WAC, guidelines, teacher-manual, assignment, pedagogy, disciplinary, process, evaluation, response, commenting, read-write, student-writing
Moyano, Estela Ines. (2009). Negotiating genre: Lecturer's awareness in genre across the curriculum project at the university level. In Bazerman, Charles; Adair Bonini; Debora Figueiredo (Eds.), Genre in a changing world; Fort Collins, CO: WAC Clearinghouse; West Lafayette, IN: Parlor Press.
Keywords: genre, negotiation, academic, teacher-awareness, data, WAC, lecture, lecturer, genre-awareness, negotiation
Mueller, Cheryl. (1984). Introducing the faculty across the curriculum to the microcomputer. In Martinez, Thomas E. (Ed.), Collected essays on the written word and the word processor: From the Delaware Valley Writing Council's spring conference, February 25, 1984; Villanova, PA: Villanova University.
Keywords: word-processing, pedagogy, process, WAC
Mueller, Roseanna M.. (1986). Teaching writing through literature: Toward the acquisition of a knowledge base. ERIC Document Reproduction Service, ED 273 963.
Keywords: writing-about-lit, literature-course, review-of-scholarship, department, curriculum, bridging, two-year, WAC, bibliography, write-to-learn
Muffo, John A.; Nancy Metz. (1996). Preparing faculty for writing across the curriculum. 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.
Keywords: Assessment, pedagogy, teacher-training, WAC
Muller, Herbert Joseph. (1967). The uses of English: Guidelines for the teaching of English from the Anglo-American conference at Dartmouth College. New York: Holt, Rinehart & Winston.
Keywords: English-profession, curriculum, Dartmouth Conference, writing-about-lit, mass-media, creativity, correctness, usage, talk-write, WAC, oral-presentation, guidelines
Mullin, Joan. (2002). Pieces missing: Assignments and expectations. 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, assignment, expectation
Mullin, Joan A.. (2006). Guest editor's introduction [to a special issue on WAC, WID, ECAC, CAC, CXC, LAC--VAC? Incorporating the visual into writing/electronic/communication/learning across the curriculum]. [Link]. Across the Disciplines 03.
Keywords: WAC, visual, curriculum-design, pedagogy, graphic, guest-editorial
Mullin, Joan A.; Pamela B. Childers. (1995). The natural connection: The WAC program and the high school writing center. The Clearing House 69.1, 24-26.
Keywords: wcenter, high-school, in-service, faculty-workshop, teacher collaboration, WAC
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, Joan; Susan Schorn; Tim Turner; RachelHertz; Derek Davidson; Amanda Baca. (2008). Challenging our practices, supporting our theories: Writing mentors as change agents across discourse communities. [fulltext]. Across the Disciplines 05.
Keywords: teaching fellow, WAC, University of Texas at Austin, peer-mentor, peer-tutor, student-motive, wcenter, data, student-growth, faculty-growth, mentor
Mullin, William J.. (1989). Writing in physics. Physics Teacher 27.5, 342-347.
Keywords: WAC, rising-junior, advanced, physics-course, intensive, assignment, syllabus
Munoz, Martha. (2004). Martha's reflections on learning across the curriculum. In Zamel, Vivian; Ruth Spack (Ed.), Crossing the curriculum: Multilingual learners in college classrooms; Mahwah, NJ: Erlbaum.
Keywords: ESL, WAC, academic, acculturation, student-opinion, Spanish-English, first-year seminar, literature-course, chemistry-course, biology-course, student-story
Murdick, William; Richard Grinstead. (1992). Art, writing, and politics. Art Education 45.5, 58-65.
Keywords: WAC, history, art-course, art criticism, art appreciation, assignment, sample
Murphy, Carolyn Colvin; Duane F. Shell. (1989). Reading and writing beliefs for ethnic students: Relationship of self-efficacy beliefs, causal attribution, and outcome expectancy to reading and writing performance for ethnically diverse college freshmen. ERIC Document Reproduction Service, ED 347 497.
Keywords: diversity, self-efficacy, causal attribution, outcome expectancy, FYC, African-Am, Mexican-Am, Hispanic, contrast-group, quality, correlation, data, ethnic
Murphy, Christina; Joe Law. (1999). Writing centers and WAC programs as infostructures: Relocating practice within futurist theories of social change. 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, infostructure, organizational, pedagogy, theory, futuristic, future, social, change, social
Murphy, Maureen. (1992). Directed reading guides yield creative assessment procedures. 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.
Keywords: WAC, assignment-sheet, reading, creative, evaluation, two-year
Murtagh, Lisa; Nadine Baker. (2009). Feedback to feed forward: Student response to tutors' written comments on assignments. Practitioner Research in Higher Education 03.1, 20-28.
Keywords: tutoring, commenting, feedforward, WAC, assignment, student-opinion, data
Nakadate, Neil Edward. (1977). The decomposition of liberal arts, the liberalization of composition, and an alternative course. ERIC Document Reproduction Service, ED 130 320.
Keywords: liberal arts, WAC, change, syllabus
Nall, Stacy. (2014). Remembering writing center partnerships: Recommendations for archival strategies. . The Writing Center Journal 33.2, 101-122.
Keywords: wcenter, archive, wac, community, collaborative, institutional, memory, artifact
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
National Writing Across the Curriculum Conference. (2004). Seventh National Writing Across the Curriculum Conference: WAC from an International Perspective, Abstracts, May 20-22, 2004, Marriott Pavilion Downtown, St. Louis, Missouri. Columbia, MO: University of Missouri, Campus Writing Program.
Keywords: abstract, proceedings, conference, National Writing Across the Curriculum Conference, WAC
Natoli, Salvatore J.. (1992). What should a teacher know about social studies? A case for geography. In Hedley, Carolyn; Dorothy Feldman; Patricia Antonacci (Eds.), Literacy across the curriculum.
Keywords: literacy, WAC, geography, social-studies, pedagogy, social
Neely, Lahna. (1992). Thinking through writing about art. In Penney, Nancy (Ed.); Lord Fairfax Community College; Thinking through writing: Lord Fairfax Community College, 1990-1992; ERIC Document Reproduction Service, ED 353 016.
Keywords: write-to-learn, critical-thinking, WAC, two-year, art-course
Neff, Bonita Dostal. (1990). Writing: Clearing the mind for action. ERIC Document Reproduction Service, ED 329 973.
Keywords: communications-course, WAC, pre-writing, relaxation, brainstorming, graphic, pedagogy, exercise
Neff, Joyce Magnotto; Carl Whithaus. (2008). Writing across distances and disciplines: Research and pedagogy in distributed learning. New York: Taylor and Francis.
Keywords: distributed, online, computer, WAC, WID, distributed learning, terminology, workplace, software, Texas Tech, colleague evaluator, tension, pedagogy
Neff, Joyce; Carl Whithaus. (2007). Writing across distances and disciplines: Research and pedagogy in distributed learning. Boca Raton, FL: Erlbaum.
Keywords: WAC, history-course, distributed, interdisciplinary, WID, computer, networked, e-learning, distance, pedagogy
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
Nelson, Gayle L.. (1997). How cultural differences affect written and oral communication: The case of peer response groups. In Sigsbee, David L.; Bruce W. Speck (Eds.), Approaches to teaching non-native English speakers across the curriculum (New directions for teaching and learning, Vol.70); San Francisco, CA: Jossey-Bass.
Keywords: ESL, WAC, peer-evaluation, cultural, interpersonal, diversity, cultural, individualism-collectivism, face, interaction, service-learning, oral-communication
Nelson, Jennie Lee. (1988). Examining the practices that shape student writing: Two studies of college freshmen writing across the disciplines [doctoral thesis]. Pittsburgh, PA: Carnegie-Mellon University.
Keywords: WAC, assignment, interpretation, write-to-learn, student-opinion, task-analysis, student-writing
Nembhard, Judith P.. (1986). Stimulating the teaching of writing by the inservice conference. College Teaching 34.2, 63-65.
Keywords: Howard University, faculty-workshop, academy-workplace, expert, authorship, WAC, in-service, conferencing
Neubert, Gloria A.; Sally J. McNelis. (1986). Improving writing in the disciplines. Educational Leadership 43.7, 54-58.
Keywords: group, peer-response, WAC, theory, student-response
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
New Jersey Basic Skills Council [Trenton, NJ]. (1984). Teaching reading & writing in college, in high school, in every subject. Trenton, NJ: New Jersey Basic Skills Council [ERIC Document Reproduction Service, ED 303 788].
Keywords: read-write, WAC, New Jersey College Basic Skills Placement Test, assessment, bibliography, teacher-training
Newmyer, R. Kent. (1985). Writing for history. 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, historiography, pedagogy, academy-workplace
Niemitz, Jeffrey William; Noel Potter, Jr.. (1991). The scientific method and writing in introductory landscape-development laboratories. Journal of Geological Education 39.3, 190-195.
Keywords: WAC, geology-course, field-observation, experiential, laboratory-report, data-collection, pedagogy, arrangement, science, research-method, hypothesizing, synthesis, introductory, landscape
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.
Keywords: ESL, WAC, academic, acculturation, teacher-opinion, voice, Asian-American-studies-course, persistence, pedagogy
Nightingale, Peggy. (1991). Speaking of student writing . . .. Journal of Geography in Higher Education 15.1, 3-13.
Keywords: geography-course, WAC, deterioration, data, review-of-scholarship, workshopping, response, regression, skill-level, grade-less, grading, student-writing
Nilsen, Ragnhild. (2007). Rupture and innovation: Joint instruction to health science students in Tromso, Norway. [Link]. Across the Disciplines 04.
Ragnild Nilsen reports on a collaboration in a first-year course taught jointly by faculty from Tromso University College and the University of Tromso. He analyzes differences in the instructional goals of the participants in the course, and reflects on the extent to which 'deep-seated professional disagreement was allowed to affect the course throughout without being properly dealt with.' (Published February 15, 2007) [WAC Clearinghouse]
Keywords: FYC, WAC, international, health-science, instructional, innovation, rupture, innovation
Nold, Ellen W.. (1979). Nuts and normals: Helping them teach writing across the curriculum. ERIC Document Reproduction Service, ED 185 545.
Keywords: WAC, pedagogy, retraining, faculty
Nordberg, Beverly. (1984). Let's not 'write a report'. ERIC Document Reproduction Service, ED 244 279.
Keywords: WAC, functional, audience, Bullock Report, NAEP, pedagogy, disciplinary, pedagogy
Norris, Robert M.. (1983). Field geology and the written word. Journal of Geological Education 31.3, 184-189.
Keywords: geography-course, cartography, map-making, report-writing, field-report, syllabus, grading, student-opinion, WAC
Norris, Wilfred. (1982). A response to W. Ross Winterowd's 'Teaching composing across the curriculum'. The Writing Instructor 01.2-3, 69-70.
Keywords: WAC, composing, pedagogy
North, Stephen M.. (1984). The idea of a writing center. College English 46.5, 433-446.
The author theorizes the practices and image of the ideal writing center. The article argues that the idea and contemporary work of writing centers is misunderstood by his peers in English studies. They see writing centers as a place to 'fix' remedial students skills through grammar drill, typically, and where students are referred to centers by teachers rather than voluntarily motivated to go (435-36). North sees writing centers as a 'place to produce better writers, not better writing' (438). At the core of 'The Idea ofa Writing Center' is talk (443), and this talk addresses the primary concern of centers, which is the writing process (438). North argues that through talk about the writing process and concerns beyond grammar, mechanics, and punctuation, a consultant can become a collaborator who helps students change their writing process behaviors (443). The author demands that students 'seek us out' (442) and 'come looking for us,' not be referred by teachers (440). The author discourages, if not bans, teacher referral or the required visit (440). This is based on assumed values, not empirical evidence. The author states that sending them to the writing center is a kind of 'detention,' suggesting instead that 'when they are ready, we will be here' (440). [Eliot F. Rendleman, Writing Centers and Mandatory Visits, WPA-CompPile Research Bibliographies, No. 22]
Keywords: wcenter, objectives, pedagogy, error, WAC, tutoring, motivation, anecdotal, narrative, theoretical, theory, supposition, deduction, deductive, theory-based, mandatory visit, required visit
North, Stephen M.. (2011). On the place of writing in higher education (and why it doesn't include composition). In Massey, Lance; Richard C. Gebhardt (Eds.), The changing of knowledge in composition: Contemporary perspectives; Logan, UT: Utah State University Press.
Keywords: writing-studies, profession, history, writing-major, University of Albany, poetics, curriculum, development, advanced, teacher-knowledge, basic, wcenter, WAC, change
November, Peter. (1996). Journals for the journey into deep learning: A framework. Higher Education Research and Development 15.1, 115-127.
Keywords: journal-writing, write-to-learn, WAC, error, correcting, commenting, style, privacy, prompt, framework, discipline-metaphor, journey
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
O'Hear, Michael F.. (1977). Basic skills in the content classroom. College Composition and Communication 28.3, 277-279.
Keywords: basic, academic, WAC
O'Neill, Peter. (2008). Using peer writing fellows in British universities: Complexities and possibilities. [fulltext]. Across the Disciplines 05.
This article examines the potential role of peer tutors and writing fellows in higher education in the United Kingdom. It argues that scepticism surrounding the use of peer tutors in writing is unfounded. In fact, the disciplinary nature of UK Higher Education suggests that undergraduate peer tutors and writing fellows may have an important role in helping other students to develop academic literacies and in promoting Writing-in-the-Disciplines initiatives among academic staff. It looks at recent initiatives in this area at London Metropolitan University
Keywords: teaching fellow, Britain, peer-tutor, United Kingdom, academic, literacy, WAC, WID, London Metropolitan University
Oberleitner, Melinda Granger. (2001). Responding in writing to clinical cases: The development of clinical reasoning in nursing. [fulltext]. Language and Learning Across the Disciplines 5.1.
The purpose of this article is to describe and illustrate, by presenting a sample case, the concept of clinical reasoning examinations used in the baccalaureate nursing program at the University of Louisiana at Lafayette (UL Lafayette).
Keywords: WAC, WID, writing across the curriculum, cases, clinical, clinical reasoning, response, pedagogy, pedagogy
Obler, Susan Sellman. (1985). Writing across the curriculum practices of full-time faculty in selected community colleges [doctoral thesis]. Austin, TX: University of Texas at Austin.
Keywords: WAC, two-year, California, pedagogy, survey
Ochsner, Robert. (1990). Physical eloquence and the biology of writing. Albany, NY: State University of New York Press.
Keywords: composing, body, biological, play, decline, memory, delivery, error, rules, subconscious, style, WAC, social, constructivist, eloquence, composing-style
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.
Keywords: WAC, interdisciplinary, pedagogy, teacher-cooperation, grammar, objective, genre, assignment, sample, anthropology-course, audience, history-course
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
Odell, Lee. (1991). On using writing. 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: process, critical-thinking, WAC, two-year, assignment, write-to-learn
Odell, Lee; Burt Swersey. (2003). Reinventing invention: Writing across the curriculum without WAC. [fulltext]. Language and Learning Across the Disciplines 6.3.
We propose that writing specialists collaborate with faculty in other disciplines in making explicit—and demonstrating to students—the often tacit processes of thinking that are important for a given assignment in a given discipline. In other words, we propose that writing faculty collaborate with their colleagues in understanding and teaching the processes of invention that are fundamental to understanding a given academic subject. As faculty do this, we argue, they can concentrate on the primary business at hand (teaching engineering, for example) while contributing to one aspect of effective writing—the development of well-thought-out claims and arguments. To illustrate our proposal, we'll analyze excerpts from two design reports created by a team of students in an engineering course, Inventors' Studio.
Keywords: WAC, WID, writing across the curriculum, invention, reinvention
Odell, Lee; Dixie Goswami, Doris Quick. (1983). Writing outside the English composition class: Implications for teaching and for learning. 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: nonacademic, WAC, literacy, workplace, curriculum, pedagogy, implication
Olds, Barbara M.. (1987). Technical writing across the curriculum: EPICS [Engineering Practices Introductory Course Sequence]. ERIC Document Reproduction Service, ED 283 170.
Keywords: Colorado School of Mines, FYC, engineering, techcom, WAC, curriculum, syllabus, sequence, introductory, sequence
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
Oliver-Hoyo, Maria; Robert Beichner. (2004). Scale-up: Bringing inquiry-guided learning to large enrollment courses. In Lee, Virginia S. (Ed.), Teaching and learning through inquiry: A guidebook for institutions and instructors; Sterling, VA: Stylus.
Keywords: WAC, inquiry-based, pedagogy, large-lecture
Olmsted, John, III. (1991). Using classroom research in a large introductory science class. In Angelo, Thomas A. (Ed.), Classroom research: Early lessons from success; San Francisco, CA: Jossey-Bass Inc..
Keywords: classroom, research-method, assessment, WAC, science-course, introductory, large-class
Olson, Gary A.; Richard Rorty. (1989). Social construction and composition theory: A conversation with Richard Rorty [interview]. JAC: Journal of Advanced Composition 09.1-2, 1-9.
Keywords: theory, social, constructivism, Richard Rorty, pragmatism, WAC, cultural literacy, social
Olson, Lyle D.. (1987). Recent composition research is relevant to newswriting. Journalism Educator 42.3, 14-18.
Keywords: journalism-curriculum, process, WAC, pedagogy, error, review-of-scholarship, relevance
Opipari, Benjamin. (2002). James Tyrone and Big Daddy in therapy: A case study in using American drama to teach writing to social work students. Journal of Teaching Writing 20.1-2, 87-101.
Keywords: WAC, social-work, pedagogy, drama-writing, therapy, classroom theatre, writing-about-lit, social
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
Osmus, Kyra J.. (1993). Transforming for tradition: Transmitting democratic ideals in the classroom. Thresholds in Education 19.1-2, 23-27.
Keywords: whole-language, teacher-training, WAC, school, read-write, democracy, competency, literacy, idealized, tradition, transformative, transmission, pedagogy
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.
Keywords: syllabus, practicum, WAC, speech-psychology-course, graduate, block, procrastinating, improvement, data, syllabus, microtheme, speech pathology
Pajares, Frank; Gio Valiante; Yuk Fai Cheong. (2007). Writing self-efficacy and its relation to gender, writing motivation and writing competence: A developmental perspective. In Hidi, Suzanne; Pietro Boscolo (Eds.), Writing and motivation; Amsterdam: Elsevier.
Keywords: writer-motivation, emotion, writer-interest, psychological, self-efficacy, gender, competence, development
Pallmann, Margot. (1983). Verbal language processes in support of learning mathematics. Mathematics in College, 49-55.
Keywords: mathematics-course, basic, WAC, write-to-learn, problem-solving, data, improvement, verbal
Palmer, Stacy E.. (1983). How to help students with their writing even if you're not an English teacher. Chronicle of Higher Education 29 (20 July), 11-12.
Keywords: WAC, pedagogy
Palmini, Dennis J.. (1996). Using rhetorical cases to teach writing skills and enhance economic learning. Journal of Economic Education 27.3, 205-216.
Keywords: economics-course, business-course, WAC, audience, pedagogy, case-method, student-opinion
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, 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.
Keywords: WAC, psychology-course, adolescent psychology, pedagogy
Palsberg, J. Baxter. (2002). Teaching reviewing to graduate students. http://www.cs.purdue.edu/homes/palsberg/paper/661-eval.pdf. Communications of the ACM 45.12, 22-24.
This article reports on how a computer science professor and a Ph.D. student in English turned a graduate seminar into a vehicle for teaching reviewing to graduate students. The evaluation and conclusions may help others do likewise. This is an extended version of the article, available on the first author's Web site. [WAC Clearinghouse]
Keywords: WAC, interdisciplinary, graduate, book-reviewing, pedagogy, computer-science-course
Panici, Daniel A.; Kathy B. McKee. (1995). Writing-across-the-curriculum in mass communication courses. Journalism and Mass Communication Educator 50.2, 55-61.
Keywords: WAC, mass-communication, assignment, journalism-course, transactional, expressive
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
Panitz, Theodore. (1999). Ted's writing across the curriculum e-book. ERIC Document Reproduction Service, ED 448 447.
Keywords: WAC, assignment, sample, digital, ebook, bibliography, website [70 sites], materials
Papay, Twila Yates. (1983). Across the curriculum: Training college faculty in developmental education. Teaching English in the Two-Year College 09.3, 193-198.
Keywords: WAC, two-year, retraining, basic, faculty-workshop
Papay, Twila Yates. (1987). Building a community of writers across the curriculum at Rollins College. http://comppile.tamucc.edu/TeachingWriting/v9/V9N1(Papay).pdf [full text]. Teaching Writing: Methods, Materials, & Measurements 09, 25-32.
Keywords: advanced, curriculum, syllabus, WAC, Rollins College
Paraskevas, Cornelia. (1991). Unfreewriting. In Wallace, Betsy; with Cornelia Paraskevas; Jane Thielsen; Don Weiss; Thomas Rand (Eds.), What's happening with writing at Western Oregon State University; Monmouth, OR: Western Oregon State College.
Keywords: freewriting, arbitrary rules, 'unfreewriting', teacher-strategy, pedagogy, WAC, student-opinion
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, Robert. (1975). Poetic writing and thinking: Some comments and hypotheses. In Schools Council Writing Research Unit (Ed.), Language and learning in the humanities; London: Macmillan.
Keywords: WAC, school, poetic, critical-thinking, write-to-learn
Parker, Robert P.; Vera Goodkin. (1987). The consequences of writing: Enhancing learning in the disciplines. ERIC Document Reproduction Service, ED 272 928.
Keywords: WAC, heuristics, heuristic, learning-theory, language-theory, write-to-learn, constructivist, entomology-course, nursing-course, psychology-course, mathematics-course, women's-studies-course, consequence
Parkinson McCarthy, Lucille; Barbara E. Walvoord. (1988). Models for collaborative research in writing across the curriculum. In McLeod, Susan H. (Ed.), Strengthening programs for writing across the curriculum; San Francisco, CA: Jossey-Bass.
Keywords: WAC, collaboration, research
Patchan, Melissa M.; Davida Charney; Christian D. Schunn. (2009). A validation study of students' end comments: Comparing comments by students, a writing instructor, and a content instructor. [Link]. Journal of Writing Research 01.2, 124-152.
In order to include more writing assignments in large classrooms, some instructors have been utilizing peer review. However, many instructors are hesitant to use peer review because they are uncertain of whether students are capable of providing reliable and valid ratings and comments. Previous research has shown that students are in fact capable of rating their peers papers reliably and with the same accuracy as instructors. On the other hand, relatively little research has focused on the quality of students' comments. This study is a first in-depth analysis of students' comments in comparison with a writing instructor's and a content instructor's comments. Over 1400 comment segments, which were provided by undergraduates, a writing instructor, and a content instructor, were coded for the presence of 29 different feedback features. Overall, our results support the use of peer review: students' comments seem to be fairly similar to instructors' comments. Based on the main differences between students and the two types of instructors, we draw implications for training students and instructors on providing feedback. Specifically, students should be trained to focus on content issues, while content instructors should be encouraged to provide more solutions and explanations. [journal abstract]
Keywords: commenting, contrast-group, student-opinion, peer-evaluation, teacher-opinion, content-course, WAC, data, pedagogy, teacher-training, peer-training, validation
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.. (2011). Writing in the research university: A Darwinian study of WID with cases from civil engineering [writing in the disciplines]. Cresskill, NJ: Hampton Press.
How do engineers learn to think and write like engineers? How do art historians learn to think and write like art historians? How do journalists or biologists learn to think and write like the professionals that they become? Do we learn to think and write primarily by enculturation-or can we be taught how to write in various disciplines? If anything can be taught, what practices stand out as best practices? Needed to address these questions is a cohesive theory of writing in the disciplines (WID), one that accounts for both discipline-specific features of writing and features that cut across many disciplines. To that end, this book re-examines contemporary sociohistoric theories of writing from an evolutionary perspective. An evolutionary perspective of WID suggests that disciplines (complexes of academic arguments) not only change, but they evolve much like species do via a dual process of variation and selection in forums of competition. An evolutionary perspective puts a spotlight on what endures as well as what changes in complexes of academic arguments [author abstract]
Keywords: academic, activity-theory, affordance, assignment-design, case-study, commenting, cultural, Darwin, data, disciplinary, ecology, enculturation, engineering, ethnographic, evolution, feedback, genre-theory, habitus, intellectual development, peer-review, professionalization, response, revising, science, sociohistorical, technical-writing, WAC, WID, writing-to-learn
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
Pavlik, Robert A.. (1978). Improving reading and writing in the content fields: High schools and colleges can cooperate. Journal of Reading 21.7, 590-592.
Keywords: University of Northern Colorado, articulation, school-college, faculty-workshop, WAC
Pawlowski, Donna R.. (1997). Challenging students to think: Making critical thinking and writing central to the 'basic' course. ERIC Document Reproduction Service, ED 416 545.
Keywords: communications, public-speaking, critical-thinking, WAC
Peagler, T. Shane. (2005). The resume as genre: A rhetorical foundation for first-year composition. In Herrington, Anne; Charles Moran (Eds.), Genre across the curriculum; Logan, UT: Utah State University Press.
Keywords: genre, WAC, pedagogy, resume-writing, FYC
Pearce, Daniel L.. (1983). Guidelines for the use and evaluation of writing in content classrooms. Journal of Reading 27.3, 212-218.
Keywords: response, evaluation, peer-evaluation, rubric, list, checklist, holistic, pedagogy, paper-load, WAC, guidelines
Pearse, Steve. (1985). Writing to learn: The nurse log classroom. 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.
Keywords: write-to-learn, WAC, nursing-course, learning-log, pedagogy
Peary, Alexandria. (2012). Spectators at their own future: Creative writing assignments in the disciplines and the fostering of critical thinking. full text. WAC Journal 23, 65-81.
Keywords: WAC, content-course, creative-writing, faculty-workshop, assignment, rubric, critical-thinking, pedagogy
Peek, George S. ; Tony Eubanks; Claire May; Patsy Heil. (1989). The efficacy of syntax checkers on the quality of accounting students' writing. [full text]. Computers and Composition 06.3, 47-62.
Keywords: computer-analysis, style-checker, improvement, 'RightWriter', software, contrast-group, data, WAC, accounting-course, pre-post, accuracy, quality
Peeples, Timothy A.. (1994). Exploring writing across the curriculum: An invitation to faculty across the curriculum. West Georgia College Review 24, 39-46.
Keywords: WAC, cross-disciplinary, faculty-workshop
Penney, Nancy. (1992). Introduction to thinking through writing. In Penney, Nancy (Ed.); Lord Fairfax Community College; Thinking through writing: Lord Fairfax Community College, 1990-1992; ERIC Document Reproduction Service, ED 353 016.
Keywords: write-to-learn, critical-thinking, WAC, two-year
Penney, Nancy. (1992). Thinking through writing (English). In Penney, Nancy (Ed.); Lord Fairfax Community College; Thinking through writing: Lord Fairfax Community College, 1990-1992; ERIC Document Reproduction Service, ED 353 016.
Keywords: write-to-learn, critical-thinking, WAC, two-year, literature-course
Penney, Nancy (Ed.); Lord Fairfax Community College. (1992). Thinking through writing: Lord Fairfax Community College, 1990-1992. ERIC Document Reproduction Service, ED 353 016.
Keywords: two-year, WAC, Lord Fairfax Community College [Fairfax, VA], write-to-learn, critical-thinking
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. (1982). Approaches to comprehensive writing: Integrating writing into the college curriculum. The Writing Instructor 01.2-3, 71-79.
Keywords: WAC, curriculum, integrated
Perelman, Les. (1986). The context of classroom writing. College English 48.5, 471-479.
Keywords: cognitive, social, classroom, motivation, response, speech-act, contextual, subjectification, self, academic, truth, WAC, institutional discourse
Perkins, David V.. (1991). A case-study assignment to teach theoretical perspectives in abnormal psychology. Teaching of Psychology 18.2, 97-99.
Keywords: case-writing, psychology-course, WAC, assignment
Perkins, Joan; Monica Stitt-Bergh; Thomas Hilgers. (2002). Requiring revision, juggling the work load. 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, response, evaluation, work-load
Persky, Charles; Ann Raimes. (1981). Learning through writing: A practical guide to student writing for college teachers. New York: City University of New, Office of Academic Affairs [ERIC Document Reproduction Service, ED 236 265].
Keywords: WAC, write-to-learn, guidelines, response, revising, Hunter College, CUNY, term-paper, philosophy-course, sample, wcenter, student-writing
Pesante,Linda H.. (1991). Integrating writing into computer science courses. ACM SIGCSE Bulletin 23.1.
Keywords: WAC, computer-science, course, pedagogy, integrated
Pesick, Stanley Lincoln. (1998). Reading, writing, and history: Teaching for historical thinking and understanding [doctoral thesis]. Stanford, CA: Stanford University.
Keywords: history-textbooks, WAC, history-course, read-write, historiography
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
Peters, Pamela. (1985). Writing across the curriculum in Australia. ERIC Document Reproduction Service, ED 264 742.
Keywords: WAC, school, Australia, curriculum, New South Wales Department of Education
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.
Keywords: ESL, ESP, technical-communication, WAC, simulation, collaboration, political-science-course, sociology-course
Peters, Sandra; Deborah Saxon. (1998). Simulation and collaborative learning in political science and sociology classrooms. ERIC Document Reproduction Service, ED 424 784.
Keywords: collaboration, simulation, pedagogy, WAC, political-science-course, sociology-course, ESP, ESL
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.
Keywords: ESP, ESP, pedagogy, WAC, political-science-course, sociology-course, simulation, collaboration
Petersen, Bruce. (1982). In search of meaning: Readers and expressive language. 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, writer-reader, expressive, reader-response, student-as-reader, pedagogy, model, transactional
Petersen, Meg. (2001). The atomic weight of metaphor: Writing poetry across the curriculum. [fulltext]. Plymouth State College Journal on Writing Across the Curriculum 12, 97-100.
Keywords: WAC, poetry-writing, metaphoric, student-opinion, creative-writing, pedagogy, metaphoric, poetry
Petersen, Meg J.. (2009). Making it easy [book review]. [fulltext]. WAC Journal 20, 107-110.
Keywords: Rethinking Rubrics in Writing Assessment, by Maja Wilson, rubric, WAC, constructivist. grading, school
Peterson, Deborah. (1985). Writing to learn German. 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.
Keywords: L2, German, acquisition, German-course, write-to-learn, pedagogy, WAC
Peterson, Meg. (1997). Back in the circle [afterword to Meg Peterson, 'The circle'. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 08, 51-53.
Keywords: WAC, pedagogy, peer-evaluation, peer-response, reading-circle
Peterson, Meg. (1997). The circle [reprint]. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 08, 38-50.
Keywords: WAC, pedagogy, peer-evaluation, peer-response, reading-circle
Peterson-Gonz?lez, Meg. (1992). The circle. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 03.2, 47-58.
Keywords: WAC, pedagogy, peer-evaluation, peer-response, reading-circle
Petraglia, Joseph (Ed.). (1995). Reconceiving writing, rethinking writing instruction. Mahwah, NJ: Lawrence Erlbaum.
Petraglia’s collection had its roots in three years of sessions at annual meetings of the CCCC on abolishing the first-year writing requirement. Its contributors argue that the traditional first-year course in composition does not and cannot prepare students for the writing that will be expected of them throughout their university careers, arguing instead for first-year writing courses that can serve as disciplinary apprenticeships or as introductions to rhetoric or writing studies. [A. Patricia Burnes, Supporting Undergraduate Writers Beyond the First Year, WPA-CompPile Research Bibliographies, No. 6]
Keywords: curriculum, English-profession, abolition, interest, WID, WAC, skill-transfer, situational
Petroff, Elizabeth A.. (2005). Reading and writing: Teaching and learning spiritual autobiography. In Herrington, Anne; Charles Moran (Eds.), Genre across the curriculum; Logan, UT: Utah State University Press.
Keywords: genre, WAC, autobiography, spiritual, pedagogy
Petrucci, Peter R.. (2002). A writing-to-learn approach to writing in the discipline in the introductory linguistics classroom. [fulltext]. WAC Journal 13, 133-143.
Keywords: WAC, linguistics-course, write-to-learn, pedagogy, WID, introductory
Pezzulich, Evelyn. (1986). The journal as an instrument in learning and writing [doctoral thesis]. Washington, D. C.: The Catholic University of America.
Dissertations and Theses on Writing Centers, compiled by Neal Lerner
Keywords: academic, pedagogy, journal-writing, pedagogy, history, expressive, liberalism, wcenter, mode, write-to-learn, WAC
Pfister, Fred R.. (1978). Your best defense is a good offense: Involving other disciplines in teaching writing skills. ERIC Document Reproduction Service, ED 159 701.
Keywords: WAC, needs-analysis, plagiarism, handbook, teacher-cooperation, advanced, junior-level, major, grading-sheet, evaluation
Phelps, Charles. (1997). Spreading the word of portfolios throughout the school system. In Purves, Alan C.; Sarah L. Jordan; James H. Peltz (Eds.), Using portfolios in the English classroom; Norwood, MA: Christopher Gordon.
Keywords: school, portfolio, pedagogy, WAC, cross-disciplinary
Phillips, Mary Jones; Catherine H. Davis. (1991). Writing requirements in financial accounting courses. Journal of Education for Business (January/February), 144-146.
Keywords: questionnaire, WAC, curriculum, requirement, certification, finance-course, accounting-course, requirement
Phillips, Suzanne M.. (1996). A writing workshop for sophomores. ERIC Document Reproduction Service, ED 405 035.
Keywords: WAC, workshopping, sociology-course, skills-level, sophomore, response, commenting, feedback, evaluation, peer-evaluation, pedagogy
Philpotts, Anthony; Raymond Joesten. (1985). Writing for science. 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, science-writing, pedagogy, academy-workplace
Pilon, Elaine M.. (1993). Autobiography and writing across the curriculum: Bringing 'life' to disciplinary writing. ERIC Document Reproduction Service, ED 360 631.
Keywords: WAC, autobiography-writing, narrative, pedagogy
Platt, M. L.. (1993). Short essay topics for calculus. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies 03.1, 42-46.
Keywords: WAC, mathematics-course, calculus-course, write-to-learn, report-writing, pedagogy, assignment, topic
Platt, Michael D.. (1975). Writing journals in courses. College English 37.4, 408-411.
Details the importance of assigning journals, describes directions and prompts for students, and discusses the advantages. Finds students are better prepared for classroom discussion, students write every day, and an increase in communication between teacher and student. [Sue Hum]
Keywords: journal-writing, pedagogy, write-to-learn, WAC, literature-course, writing-about-lit, teacher-student
Pleasant, Eric. (2008). Literacy sponsors and learning: An ethnography of punk literacy in mid-1980s Waco. Young Scholars in Writing 05 (Spring), 137-145.
Keywords: first-year, 1980s, Waco, Texas, literacy-sponsor, punk literacy, cultural study, social literacy,
Plumb, Carolyn; Catherine Scott. (1998). Using student portfolios to evaluate and improve an engineering writing program: A case study at the University of Washington. In 1998 ASEE annual conference proceedings engineering education: Contributing to U. S. competitiveness; Washington, D. C.: American Society for Engineering Education.
Keywords: portfolio, engineering-course, WAC, University of Washington, evaluation
Poe, Mya. (2000). On writing instruction and a short game of chess: Connecting mulitple ways of knowling and the writing process. [fulltext]. Language and Learning Across the Disciplines 4.1.
Argues that writing should be regarded as both an expansive concept and as a communicative medium students can imbue with academic and non-academic knowledge; includes an abridged definition of multiple intelligence theory to validate the assertion that learning and writing can be developed and made applicable in a myriad number of ways; concludes that alternative composing and translating using metaphors are two classroom practices which treat writing as a learning process and tap into and reveal varying degrees of intellectual acumen and creativity. Offers many pedagogical examples to help students become metacognitive about their learning and writing. [Blaise Bennardo]
Keywords: WAC, WID, academic, personal, chess, process, pedagogy, pedagogy, multiple intelligences, metaphor, creativity, metacognitive, process
Poirrier, Gail P.. (1997). Writing-to-learn: Curricular strategies for nursing and other disciplines. New York: NLN Press.
Keywords: nursing, nursing-course, write-to-learn, curriculum, disciplinary, academic, WAC
Polyson, James. (1985). Students' peak experiences: A written exercise. Teaching of Psychology 12.4, 211-214.
Keywords: WAC, psychology-course, peak experience, assignment, Maslow, essay-writing
Pond, Gloria Dribble. (1978). Writing needs in the community college. The Leaflet 77.2, 26-27.
Keywords: two-year, term-paper, survey, assignment, WAC
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.
Keywords: WAC, psychology-course, inquiry-based, controversy, pedagogy
Popken, Randall. (1987). [book review]. Writing Across the Curriculum [Southern Technical Institute] 04.2, 9-11.
Keywords: Academic Writing: Working with Sources Across the Curriculum, by Mary Lynch Kennedy & Hadley Smith, knowledge-transfer, WAC, course-design, cross-disciplinary, process
Porter, Bernajean. (1993). Writing assignments within major content areas. Writing Notebook: Visions for Learning 10.4, 40-45.
Keywords: teacher-opinion, WAC, high-school, Illinois, pedagogy, mathematics-course, art-course, physics-course, French-course
Portillo, Margaret; Gail Summerskill Cummins. (1998). Creativity, collaboration, and computers. 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, University of Kentucky, faculty-workshop, creativity, email, teacher-cooperation
Powell, Alfred. (1985). A chemist's view of writing, reading, and thinking across the curriculum. College Composition and Communication 36.4, 414-418.
Keywords: WAC, chemistry, critical-thinking
Powell, Arthur B.; Esaie Pierre; Carlos Ramos. (1993). Researching, reading, and writing about writing to learn mathematics: Pedagogy and product. Research and Teaching in Developmental Education 10.1, 95-109.
Keywords: WAC, mathematics-course, write-to-learn, bibliography, annotated (38 items), research-method, pedagogy
Prain, Vaughan; Brian Hand. (1996). Writing for learning in secondary science: Rethinking practices. Teaching and Teacher Education 12.6, 609-626.
Keywords: task, high-school, WAC, science-course, constructivist, learning-theory, model
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]
Keywords: basic, interdisciplinarity, first-year, syllabus, psychology-course, WAC, write-to-learn, interdependence, student-motivation
Preston, James; Miami-Dade Community College, South Campus. (1982). Writing across the curriculum: Some questions and answers and a series of eleven writing projects for instructors of the general education core courses. Miami, FL: Miami-Dade Community College [ERIC Document Reproduction Service, ED 256 414].
Keywords: WAC, gen-ed, core-curriculum, assignment, diagnosis, summary-writing, assignment-sheet, review-writing, term-paper, journal-writing
Price, Margaret; Anne Bradford Warner. (2006). What you see is (not) what you get: Collaborative composing in visual space. [Link] . Across the Disciplines 03.
Keywords: WAC, collaboration, visual, Spelman College, website, case-study, data, authoring, audience, coherence, interdisciplinary
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
Procidano, Mary E.. (1991). Students' evaluation of writing assignments in an abnormal psychology course. Teaching of Psychology 18.3, 164-167.
Keywords: psychology-course, WAC, research-proposal, case-writing, creativity, assignment, student-rating, evaluation
Procter, Margaret. (1992). The university as context for writing: How undergraduates see it. ERIC Document Reproduction Service, ED 346 783.
Keywords: University of Toronto, survey, student-opinion, student-knowledge, authorship, questionnaire, WAC, data, topic, authentic, academic, MX, response, change, consulting group, undergraduate
Purdy, Dwight. (1986). A polemical history of freshman composition in our time. College English 48.8, 791-796.
Keywords: pedagogy, history, textbooks, grading, grade inflation, conferencing, computer, WAC, English-profession, FYC, polemic
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
Quiroz, Sharon. (2002). Who's 'infantalizing'?. 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, pedagogy, disciplinary, assignment
Radencich, Marguerite C.; Jeanne S. Schumm. (1985). Script'n scribe: Parallel and flexible study/writing strategies for college students. Reading World 24.3, 88-96.
Keywords: read-write, strategy, WAC, flexibility, skill-transfer, 'parallel', rote, pedagogy
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
Raedts, Mariet; Gert Rijlaarsdam; Luuk van Waes; Frans Daems. (2007). Observational learning through video-based models: Impact on students' accuracy of self-efficacy beliefs, task knowledge and writing performances. In Hidi, Suzanne; Pietro Boscolo (Eds.), Writing and motivation; Amsterdam: Elsevier.
Keywords: writer-motivation, emotion, writer-interest, psychological, video, pedagogy, observation, self-efficacy, task, student-knowledge, quality, data, accuracy
Raimes, Ann. (1980). Response [to Mary Saunders]. College English 42.3, 308-309.
Keywords: WAC, faculty-workshop
Raimes, Ann. (1980). Writing and learning across the curriculum: The experience of a faculty seminar. College English 41.7, 797-801.
Keywords: WAC, faculty, workshop, seminar, Hunter College, mode
Raines, Ann. (1979). Writing and learning across the curriculum: The experience of a faculty seminar. ERIC Document Reproduction Service, ED 176 327.
Keywords: WAC, faculty, seminar, Hunter College, assignment, evaluation, skill, skill-transfer, personal, academic, basic, wcenter
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 English Committee on English and Writing Across the Curriculum: A brief report. Writing across the Curriculum [Southern Technical Institute] 03.1, 6.
Keywords: Georgia Institute of Technology, WAC, English Committee on English and Writing Across the Curriculum
Recoulley, Rex. (1986). Writing across the curriculum and the learning disabled student in college. Writing Across the Curriculum [Southern Technical Institute] 04.1, 8-9.
Keywords: WAC, learning-disability, Leonore Ganschow, Vernon Grumbling, Leone Scanlon
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
Reese, Deborah Hall. (1999). The Mystic Writing Pad: A psychoanalytic graphology for the computer classroom [doctoral thesis]. Arlington, TX: University of Texas at Arlington.
Keywords: classroom, CAI, WAC, Derrida, Freud, Sherry Turkle, Marshall McLuhan, pedagogy, psychoanalytic
Reese, Diane J.; Paula S. Zielonka. (1989). Writing to comprehend in the content areas. ERIC Document Reproduction Service, ED 315 767.
Keywords: write-to-learn, pedagogy, review-of-scholarship, metacognition, WAC
Reglin, Jill. (2011). Writing Fellows Bibliography. [View or Download].
Drawing on bibliographies compiled by John Lauckner and Brad Hughes and Emily Hall and expanded by Jill Reglin, this list includes the most recent articles (as of May 2011) on writing fellows programs and writing centers with robust writing fellows programs.
Keywords: writing fellows, writing fellow, WAC, WiD, writing across the curriculum, writing in the disciplines, writing-to-learn, interdisciplinary, cross-campus, campus wide
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.. (1980). The in-course writing workshop in a program of writing across the curriculum. link to full text. Journal of Basic Writing 02.4, 53-61.
Keywords: WAC, workshop, in-course, extracurricular
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,
Reiff, Mary Jo. (2002). WAC and writing theory. [fulltext]. WAC Journal 13, 100-112.
Keywords: WAC, theory, postmodernism, audience, multicultural, diversity
Reinbold, R.. (1977). Teach technical writing? How? A re-tooling model for beginning technical writing teachers. ERIC Document Reproduction Service, ED 151 824.
Keywords: WAC, techcom, pedagogy, faculty-workshop, teacher-attitude, peer-evaluation, resource person, resources, retraining, novice-teacher
Reinertsen, Priscilla S.; M. Cyrene Wells. (1993). Dialogue journals and critical thinking. Teaching Sociology 21.2, 182-186.
Keywords: sociology-course, WAC, dialogue journal, journal-writing, collaboration, critical-analysis, textbook, write-to-learn, sample
Reinstein, Alan; James P. Trebby. (1997). How accounting educators can help improve their students' writing skills. Journal of Education for Business 73.2, 105-113.
Keywords: accounting-course, business-school, critical-thinking, composing, editing, microtheme, assignment, WAC
Reising, Bob. (1997). The formative assessment of writing. Clearing House 71.2, 71-72.
Keywords: evaluation, formative, theory, pedagogy, process, peer-evaluation, WAC, resources, student-motivation
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; Dickie Selfe; Art Young (Eds.). (1998). Electronic communication across the curriculum. Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 416 561].
An edited collection in which teachers and program heads throughout the United States present adaptable models of computer-supported communication using the pedagogies of writing for learning and writing with computers -- including science, math, history, philosophy, technical writing, accounting, literature, and marketing. [WAC Clearinghouse]
Keywords: WAC, CAC, ECAC (electronic communication across the curriculum), computer, networked
Reitsma, Len. (1999). Innovative writing assignments in the natural sciences. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 10, 57-66.
Keywords: WAC, science-course, assignment, innovation, natural-science, innovation
Remley, Dirk. (2009). Intersectional computer-supported collaboration in business writing: Learning through challenged performance. [fulltext]. Across the Disciplines 06.
Keywords: WAC, academy-workplace, genre, technology, collaborative, pedagogy, bizcom, assignment
Rempe, Robert Henry. (1995). Teachers making meaning while carrying portfolios across the curriculum [doctoral thesis]. East Lansing, MI: Michigan State University.
Keywords: WAC, portfolio, epistemological
Reynolds, Erica J.. (2003). The role of self-efficacy in writing and directed self-placement. In Royer, Daniel; Roger Gilles (Eds.), Directed self-placement: Principles and practices; Cresskill, NJ: Hampton Press.
Reynolds reviews studies on self-efficacy in relation to academic reading and writing for students, considering how it affects DSP (75). According to the literature she summarizes, self-efficacy is defined as 'people’s judgment of their capabilities to organize and excuse courses of action required to attain designated types of performance' (74). Reynolds' literature review finds that self-efficacy appears to be directly related to perceptions of writing ability by experienced raters, academic reading and writing achievement, and diminished anxiety over multiple writing assignments over a semester (76-79). Through these studies, Reynolds discovers that self-efficacy, and self-confidence are related to student writing abilities in and outside the classroom. She recommends that universities that implement DSP should be more specific about the types of good writing that they are looking for and that students should pick their class the same day that they receive information about DSP. Reynolds notes that factors such as apprehension and self-efficacy should be taken into account before a student begins to place herself in an English class. In the final section, Reynolds compares how males and females respond to writing feedback. Males have more apprehension about writing; females are more likely to respond to negative feedback on their writing; and females are less confident about their writing. Reynolds argues for more research on confidence, apprehension, self-efficacy, and gender, and how these factors affect a student's decision in a DSP program. [Asao B. Inoue, et al., Directed Self-Placement; WPA-CompPile Research Bibliographies, No. 16]
Keywords: placement, directed self-placement, self-placement, self-assessment, self-efficacy, correlation, data, academic-success, self-confidence, apprehension, gender-difference
Reynolds, Jim. (1985). Teaching writing in an interdisciplinary context: One experiment. ERIC Document Reproduction Service, ED 307 603.
Keywords: journal-writing, WAC, write-to-learn, team-teaching, curriculum, interdisciplinary, East Texas State University, New Center for Learning
Rhoder, Carol. (1981). The integration of reading and writing instruction: A strategy for all teachers. ERIC Document Reproduction Service, ED 210 642.
Keywords: read-write, pedagogy, teacher-strategy, WAC, integrated
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 A. (2000). Gaining Grounds revisited: Sustaining tales of development. [fulltext]. Language and Learning Across the Disciplines 4.2.
Rhodes argues that the term 'sustainable development' can serve as ecological metaphor through which to view environments associated with writing assessment and writing program development.
Keywords: Gaining Ground, Haswell, development, assessment, WAC, WID, writing across the curriculum,
Rice, Marion J.. (1976). The reduction model for precollege curriculum writing. ERIC Document Reproduction Service, ED 137 154.
Keywords: social-science-course, WAC, school, reduction model, pedagogy
Rice, William Craig. (1996). Public discourse and academic inquiry. New York: Garland Pub..
Keywords: academic, academy, democracy, WAC, textbook, interlanguage, historiography, history-major, public, intelligentsia, history-course, inquiry
Richard-Amato, Patricia A; Marguerite Ann Snow [compilers]. (1992). The multicultural classroom: Readings for content-area teachers. ERIC Document Reproduction Service, ED 355 814.
Keywords: multicultural, pedagogy, resourcess, content, WAC, readings
Richardson Dennis J.. (2005). Protracted peer-reviewed writing assignments in biology: Confessions of an apostate cynic of writing across the curriculum. Segall, Mary T.; Robert Smart (Eds.), Direct from the disciplines: Writing across the curriculum; Portsmouth, NH: Boynton/Cook.
Keywords: WAC, peer-evaluation, biology-course, assignment, cynicism
Richardson, Mark. (2008). Writing is not just a basic skill. Chronicle of Higher Education 55.11 (November 7), A47.
Keywords: basic, basic-skill, myth, change, FYC, history, review-of-scholarship, contextual, WAC, skill-transfer, development
Richardson, Mark; Alison Morrison Shetlar; Robert Shetlar. (2003). 'Because his shell is empty': Writing poems about biology. [fulltext]. Language and Learning Across the Disciplines 6.2.
This paper will review a poetry writing assignment used in both an introductory level General Biology class of 148 students and in a 200-level Cellular Biology class of 34 students. In addition, it will consider two group-written poems composed in a first-year composition course linked to the General Biology class, demonstrating how writing poetry about technical material not only promotes the acquisition of knowledge but also stimulates critical and creative thinking, leading to a more accurate understanding of the material and to a deeper appreciation of the subject.
Keywords: WAC, WID, writing across the curriculum, poetry, biology
Ricker, Curtis E.. (1991). Creating a learning center to assist developmental studies students across the curriculum. In Wallace, Ray; Jeanne Simpson (Eds.), The writing center: New directions; New York: Garland Press.
Keywords: wcenter, basic, WAC, learning-center
Rieber, Lloyd. (1993). Paraprofessional assessment of students' writing. College Teaching 41.1, 15-18.
Keywords: lay-reader, paraprofessional, copy editor, bizcom, class-size, WAC, evaluation, criteria, reliability, consistency, objectivity, paper-load (15 minutes per paper), work week (70 hour)
Riedmann, Agnes. (1991). We wrote our own book: Teaching introductory sociology by helping students to tell their own stories with sociological insight. Teaching Sociology 19.4, 477-482.
Keywords: sociology-course, WAC, student publishing, sudent-anthology, book-writing, collaboration, improvement, assignment, syllabus, introductory
Rileigh, Kathryn K.. (1993). Toward a palatable research paper experience. Innovative Higher Education 18.2, 123-131.
Keywords: WAC, term-paper, pedagogy, sources, arrangement, format, response, student-opinion, confidence, bibliographic-search
Rileigh, Kathryn K.. (1998). Teaching communication skills in psychology. Teaching of Psychology 25.4, 279-282.
Keywords: psychology-course, library, research-report, observation, note-taking, oral-presentation, improvement, WAC, pedagogy
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
Rish, Shirley; Wendy Lapidus-Saltz. (1982). TWI resource file: writing across the curriculum: writing assignments. The Writing Instructor 01.2-3, inside front cover.
Keywords: pedagogy, resourcess, WAC, assignment
Rishel, Thomas W.. (1991). The geometric metaphor: Writing and mathematics in the classroom. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies 01.2, 113-128.
Keywords: mathematics-course, WAC, geometry, resources, bibliography, assignment, metaphoric
Rishel, Thomas W.. (1993). The well-tempered mathematics assignment. ERIC Document Reproduction Service, ED 359 561.
Keywords: WAC, mathematics-course, assignment
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
Rizzolo, Patricia. (1982). Peer tutors make good teachers: A successful writing program. Improving College and University Teaching 30.3, 115-119.
Keywords: wcenter, peer-tutor, questioning, explaining, response, tutor-training, WAC, tutoring
Roberts, Charles V.. (1983). Communication education throughout the university: An alternative to the one-shot inoculation approach. ERIC Document Reproduction Service, ED 235 507.
Keywords: WAC, communication, pedagogy
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
Robins, Edmund J.; J. Hal Walters. (1947). A program of basic communication for San Bernardino Valley College. In Sherman, Thelma R. (Ed.), Publication of the Fifth Workshop in Basic Communication, University of Denver, 1947; Denver, CO: University of Denver Press.
Keywords: placement, Subject A, sentence, paragraph, ideas, diction, MX, basic, sub-college, FYC, comskills, communication, presentation, language-awareness, slant, WAC, listening, reading
Robinson, Peter J.. (1987). Reading and coping: Code, communication and the development of second language reading abilities using content area texts. ERIC Document Reproduction Service, ED 294 146.
Keywords: ESL, academic, WAC, content-area, textbook, pedagogy, coping
Rochelle, Kapp. (2005). 'I was just never exposed to this argument thing': Using a genre approach to teach academic writing to ESL students in the humanities. In Herrington, Anne; Charles Moran (Eds.), Genre across the curriculum; Logan, UT: Utah State University Press.
Keywords: genre, WAC, pedagogy, humanities-course, ESL, argumentation
Roen, Duane H.. (1992). A writing-to-learn/reader-response approach to teaching Antigone. In Karolides, Nicholas J. (Ed.), Reader response in the classroom: Evoking and interpreting meaning in literature; New York: Longman.
Keywords: write-to-learn, WAC, literature-course, reader-response, pedagogy, Antigone, Sophocles
Rogers, Douglas Bays. (1993). Are college content area professors practicing writing across the curriculum (WAC) procedures? [doctoral thesis]. Buffalo, NY: State University of New York at Buffalo.
Keywords: WAC, content-area, disciplinary, pedagogy
Rogers, Edwin H.; Cheryl Geisler. (1997). A collaborative learning environment for intellectual teamwork across the disciplines. In Proceedings of the ASEE/IEEE frontiers in education conference: Teaching and learning in an era of change (Vol. 2); Pittsburgh, PA: American Society for Engineering Education;Institute of Electrical and Electronics Engineers.
Keywords: networked, interdisciplinary, teamwork, pedagogy, WAC, pedagogy, learning-environment, teamwork
Romeo, JoAnn Anderson. (1983). Integrated skills reinforcement: Handbook of teaching strategies for reinforcing language across the curriculum. New York, NY: Longman.
Keywords: teacher-strategy, pedagogy, WAC, read-write, handbook, integrated, reinforcement
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, 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, Mike. (1982). Remedial writing courses: Do they limit more than foster growth in writing?. In Cronnell, Bruce; Joan Michael (Eds.); Southwest Regional Laboratory for Educational Research and Development; California State University, Long Beach, Writing: Policies, problems, and possibilities: Proceedings of a conference co-sponsored by SWRL Educational Research and Development and by California State Unversity, Long Beach (held at SWRL, Los Alamitos, California, May 7, 1982); ERIC Document Reproduction Service, ED 221 872.
Keywords: basic, growth, improvement, survey, UCLA, WAC, assignment, data, error, topic, correctness model, read-write, thinking, seriation, classification
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
Rosenthal, Lois C.. (1987). Writing across the curriculum: Chemistry lab reports. Journal of Chemical Education 64.12, 996-998.
Keywords: WAC, chemistry-course, laboratory-report, pedagogy
Roskelly, Hephzibah. (2002). WAC meets WMS: Not love at first sight [women's studies]. 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, gender, women's-studies
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
Rossen-Knill, Deborah. (1998). Using writing to learn background information: Integrating writing into the interactive lecture/film series. ACT 101 Journal 05.2, 5-9.
Keywords: WAC, film-course, background, pedagogy, integrated, interactive, lecture series, film series
Roth, Robin L.. (1985). Learning about gender through writing: Student journals in the undergraduate classroom. Teaching Sociology 12.3, 325-338.
Keywords: sociology-course, journal-writing, WAC, gender, questioning, problem-posing, write-to-learn, undergraduate
Royster, Jacqueline Jones. (1992). From practice to theory: Writing across the disciplines at Spelman College. In Herrington, Anne; Charles Moran (Eds.), Writing, teaching and learning in the disciplines; New York, NY: Modern Language Associates.
Keywords: WAC, Spelman College, pedagogy, theory
Rubin, Donald; Dawn Bruton; William Dodd; Frederick Johnson; Bennett Rafoth; Lauri Emel; Rosemarie Goodrum; University of Georgia. (1985). Project Synapse: Sparking connection between speech and writing. Instructor's handbook. ERIC Document Reproduction Service, ED 267 455.
Keywords: talk-write, oral-presentation, rhetorical, invention, audience, argumentation, group, role switching, peer questioning, forensic, grammar, ESL, WAC, guidelines, Project Synapse, handbook
Rubin, Lois. (1988). Professors write to learn about write-to-learn. College Teaching 36.3, 94-97.
Keywords: faculty-workshop, WAC, write-to-learn, Pennsylvania State University
Russell, David R. (2002). Writing in the academic disciplines: A curricular history (2nd edition). Carbondale: Southern Illinois University Press.
Keywords: WAC, interdisciplinary, history, 19th-20th-century, Scottish, rhetoric, curriculum, forensic, talk-write, term-paper, transcience, laboratory-report, essay-exam, English-profession
Russell, David R.. (1989). The cooperation movement: Language across the curriculum and mass education, 1900-1930. Research in the Teaching of English 23.4, 399-423.
Keywords: WAC, history, 20th-century, 1900-1930, Progressive Era, progressivism, cooperation, professional movement, deterioration, proficiency, testing, assessment, basic, deficit, interdisciplinary, cross-curricular, mass-education
Russell, David R.. (1991). Writing in the academic disciplines, 1870-1990: A curricular history. Carbondale: Southern Illinois University Press [ERIC Document Reproduction Service, ED 340 047].
Keywords: WAC, interdisciplinary, history, 19th-20th-century, Scottish, rhetoric, curriculum, forensic, talk-write, term-paper, transcience, laboratory-report, essay-exam, English-profession
Russell, David R.. (2002). The kind-ness of genre: An activity theory analysis of high school teachers' perception of genre in portfolio assessment across the curriculum. In Coe, Richard; Lorelei Lingard; Tatiana Teslenko (Eds.), The rhetoric and ideology of genre: Strategies for stability and change; Cresskill, NJ: Hampton Press.
Keywords: genre, action, activity-theory, activity-systems, high-school, secondary-school, portfolio assessment assessment, cross-curricular, curriculum, WAC
Russell-Robinson, Joyce. (1993). Feminism across the disciplines. ERIC Document Reproduction Service, ED 382 964.
Keywords: St. Augustine's College, feminism, WAC, interdisciplinary, assignment, Karl Marx, Friedrich Engels, liberal arts
Ruszkiewicz, John. (2000). Advocacy in the writing classroom. In Pemberton, Michael A. (Ed.), The ethics of writing instruction: Issues in theory and practice; Stamford, CT: Ablex.
Keywords: ethical, classroom, pedagogy, advocacy
Rutz, Carol. (2002). A chemistry experiment in writing. 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, chemistry-course, first-year seminar, discipline recruitment, experimentation
Rutz, Carol. (2002). It's not working. 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, pedagogy
Rutz, Carol. (2007). Scoring by Machine [review essay]. College Composition and Communication 59.1, 139-144.
Keywords: Patricia Freitag Ericsson and Richard Haswell, 'Machine Scoring of Student Essays: Truth and Consequences', assessment, case-studies, CCCC, ethics, global, machine-scoring, computer, pedagogy, WAC, WID, machine-scoring, computer
Rutz, Carol; Nathan D. Grawe. (2009). Pairing WAC and quantitative reasoning through portfolio assessment and faculty development. [fulltext]. Across the Disciplines.
Keywords: assessment, WAC, Carleton College, quantitative reasoning, critical-thinking, portfolio, teacher-growth, quantitative
Ryden, Wendy. (2007). Writing in anger: Emotions and the revision process in writing across the curriculum. Kassabgy, Nagwa; Amani Elshimi (Eds.), Sustaining excellence in 'communicating across the curriculum': Newcastle upon Tyne: Cambridge Scholars Press .
Scholarship in Composition and Rhetoric has increasingly paid attention to the role of emotions in writing and critical pedagogy. This chapter analyzes the attention WAC theory gives to the pathetic dimension of rhetoric in regard to composing and revision strategies. [author summary]
Keywords: WAC, WID, emotion, revising, commenting, student-response, process
Ryon, Ray. (1987). Using writing in a computer course. In Copeland, Jeffrey S. (Ed.), Essays grown from a writing across the curriculum institute at Indian Hills Community College: Fostering cooperation and cohesion in writing instruction; ERIC Document Reproduction Service, ED 294 182.
Keywords: WAC, computer-course, pedagogy
Salinger, Terry. (1992). Classroom-based and portfolio assessment for elementary grades. In Hedley, Carolyn; Dorothy Feldman; Patricia Antonacci (Eds.), Literacy across the curriculum.
Keywords: literacy, WAC, classroom assessment, portfolio assessment, elementary
Samraj, Betty; John M. Swales. (2000). Writing in Conservation Biology: Searching for an interdisciplinary rhetoric?. [fulltext]. Language and Learning Across the Disciplines 3.3.
The authors of this article explore interdisciplinary writing in the environmental area.
Keywords: WAC, WID, writing across the curriculum, biology, interdisciplinary, environmental
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]
Keywords: statistics-course, WAC, graduate, masters, linked, data-analysis, process, discussion, science-writing, diagnostic, assignment, syllabus
Sanford, James. (1981). Faculty writing groups. [fulltext]. Writing: Newsletter of the George Mason University Faculty Writing Program 01.2, 02-Jan.
Keywords: WAC, writer-workshop, faculty
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.
Keywords: WAC, write-to-learn, drafting, laboratory-report, science-writing, report-writing, psychology-course, pedagogy, citation-system, APA, conferencing, student-opinion, experimental, multiple draft
Sanford, James F.. (1982). Multiple drafts of experimental laboratory reports. ERIC Document Reproduction Service, ED 226 375.
Keywords: science-writing, report-writing, laboratory-report, psychology-course, pedagogy, citation-system, APA, conferencing, drafting, WAC, student-opinion, experimental, multiple draft
Santa, Carol Minnick; Donna E. Alvermann (Eds.). (1991). Science learning: Processes and applications. Newark, DE: International Reading Association [ERIC Document Reproduction Service, ED 331 022].
Keywords: read-write, science-writing, textbook, WAC, applied
Sargent, M. Elizabeth. (1997). Peer response to low stakes writing in a WAC literature classroom. In Sorcinelli, Mary Deane; Peter Elbow (Eds.), Writing to learn:Strategies for assigning and responding to writing across the disciplines (New directions for teaching and learning, No. 69); San Francisco, CA: Jossey-Bass.
Explains how to use ìinksheddingî in lower-division classes, and cope with the mass of student writing produced. Sargent defines inkshedding as focused writing, on class topics, that students expect to share. The term avoids the baggage that 'freewriting' carries: inkshedding is not private or 'personal.' Students read each otherís inksheds and respond; Sargent says this helps them conceptualize an academic field as an ongoing conversation. In her courses, students write responses every day. To cope with the mass of responses, she sets up student groups in which students read most of each otherís responses. She describes the logistics in detail. [WAC Clearinghouse]
Keywords: write-to-learn, WAC, peer-response, low-stakes, writing-about-lit, student-response
Sauers, Frances W.. (1987). Menage a trois: Reading, writing, and rhetoric. College Teaching 35.1, 23-25.
Keywords: read-write-talk, oral-presentation, pedagogy, WAC, arrangement
Saunders, Mary. (1980). A comment on 'Writing and learning across the curriculum' [by Ann Raimes]. College English 42.3, 306-307.
Keywords: WAC, faculty-workshop
Savini, Catherine . (2011). An alternative approach to bridging disciplinary divides. Writing Lab Newsletter 35.7-8, 1-5.
Keywords: wcenter, tutor-training, tutor training, training of tutors, writing center training, consultant training, WAC, writing across the curriculum, WID, writing in disciplines
Scanlon, Leone. (1979). Writing groups in an interdisciplinary program or getting around the professorial block. ERIC Document Reproduction Service, ED 169 546.
Keywords: group, peer-evaluation, revising, teaching-assistant, facilitator, facilitating, interdisciplinary, WAC, student-resistance
Scanlon, Leone C.. (1986). Recruiting and training tutors for cross-disciplinary writing programs. link to full text. Writing Center Journal 06.2, 37-43.
Keywords: wcenter, WAC, training, recruitment, peer-tutor, cross-disciplinary, tutoring
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
Schick, Kurt; Lincoln Gray; Cindy Hunter; Nancy Poe; Karen Santos. (2011). Writing in action: Scholarly writing groups as faculty development. full text. Journal on Centers for Teaching and Learning 03, 43-63.
The authors trace the five-year development and implementation of scholarly writing groups at a public, teaching-oriented university. Using modest resources, writing groups thrive because they efficiently serve all stakeholders: faculty members get much needed support for their scholarly writing; facilitators (writing center professionals) learn about writing across disciplines; and the university benefits from an enhanced academic culture. Another outcome is helping faculty identify with student experiences and, as a result, improving teaching and writing across the curriculum.
Keywords: faculty-publishing, faculty-workshop, learning-center, wcenter, WAC, WID, group, collaboration, longitudinal
Schlesinger, Thomas 0.. (1990). Writing assignments in world politics courses. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 02, 35-43.
Keywords: WAC, political-science-course, world politics, assignment, write-to-learn
Schlesinger, Thomas O.. (1997). Revisiting 'Writing assignments in world politics courses' [by Thomas O. Schlesinger]. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 08, 150-143.
Keywords: WAC, political-science-course, world politics, assignment, revisited
Schlesinger, Thomas O.. (1997). Writing assignments in world politics courses [reprint]. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 08, 142-149.
Keywords: WAC, political-science-course, world politics, assignment
Schmidt, Don. (1985). Writing in math class. 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.
Keywords: mathematics-course, write-to-learn, pedagogy, WAC
Schneider, Barbara; Jo-Anne Andre. (2007). Developing authority in student writing through written peer critique in the disciplines. link to full text. Writing Instructor Beta 04.0.
Keywords: peer-evaluation, WAC, disciplinary, authority, pedagogy, student-writing
Schneiderman, Jill Stephanie. (1991). Learning geology by writing about the history of geology. Journal of Geological Education 39.3, 185-187.
Keywords: geology-course, graduate, seminar, history of geology, assignment, WAC, revising, peer-evaluation, collaboration
Schnieder, Annette. (1983). Written products and writing problems: Assisting students in other disciplines. English Quarterly 16.2, 41-45.
Keywords: WAC, teacher-story, audience-awareness, aim, critical-thinking, idea-generation, formulation
Schor, Sandra. (1987). Writing across the disciplines: Respecting the untranslatable. ERIC Document Reproduction Service, ED 292 116.
Keywords: WAC, disciplinarity, interdisciplinary, reader-response, discourse-analysis, jargon, popularization, interpretive, difficulty, translating, incommensurability, respect
Schreiber, Evelyn Jaffe. (1993). From academic writing to job-related writing: Achieving a smooth transition. IEEE Transactions on Professional Communication 36.4, 178-184.
Keywords: academy-workplace, techcom, collaboration, technical-communication, style, academic, collaborative, WAC
Schurle, Arlo W.. (1991). Does writing help students learn about differential equations?. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies 01.2, 129-136.
Keywords: mathematics-course, differential equation, write-to-learn, WAC, contrast-group, pedagogy, examination-success, data, student-perception
Schwartz, Helen J.. (1990). Cross-cultural team teaching: E-mail for literary analysis. ERIC Document Reproduction Service, ED 319 060.
Keywords: team-teaching, cross-cultural, email, WAC, literature-course, writing-about-lit, pedagogy, teamwork
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
Schwartz, Helen J.; Diane P. Balestri; Brian Gallagher; Nancy Kaplan; Christine M. Neuwirth; Tori Haring-Smith. (1989). Computers in writing instruction: Blueprint for success. In Graves, William H. (Ed.), Computing across the curriculum: Academic perspectives; McKinney, TX: Academic Computing Publications.
Keywords: WAC, computer, pedagogy, review-of-scholarship, bibliography, annotated, computer-analysis
Schwartz, Mimi. (1984). Response to writing: A college-wide perspective. College English 46.1, 55-62.
Keywords: WAC, response, survey, teacher-student , criteria, rhetoric, value, form-content, data, frequency, arrangement
Sedgwick, Ellery, III. (1982). Faculty development program in writing across the curriculum. ERIC Document Reproduction Service, ED 220 852.
Keywords: WAC, faculty-growth, retraining, faculty-workshop
Selber, Stuart A.; Bill Karis. (1998). Composing human-computer interfaces across the curriculum in engineering schools. 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, Clarkson University, networked, system-validation, usability, eportfolio
Selcher, Wayne A.; E. Fletcher McClellan. (1990). Sequential writing assignments in international relations and American government survey courses. Political Science Teacher 03.3, 14-16.
Keywords: political-science-course, USA government, assignment, sequence, policy brief, brief-writing, issues-analysis, WAC, Elizabethtown College, teacher-student
Selfe, Cynthia L.; Bruce T. Petersen; Cynthia L. Nahrgang. (1986). Journal writing in mathematics. 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, mathetmatics-course, journal-writing, pedagogy, write-to-learn, class-size, large-class, lecture, data, apprehension, Daly-Miller, student-opinion, mathematics-course
Selfe, Cynthia L.; Freydoon Arbabi. (1983). Writing to learn: Engineering student journals. Engineering Education 74.2, 86-90.
Keywords: engineering-course, WAC, journal-writing, problem-solving, expressivism, assessment, record-keeping, contrast-group, write-to-learn, gain, data
Selfe, Cynthia L.; George A. McCulley. (1986). Student exposure to writing across the curriculum. 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, student-centered, requirement, curriculum, survey, sample, student-opinion, data
Selove, Ramon. (1992). Teaching concepts through writing in an anatomy and physiology class. In Penney, Nancy (Ed.); Lord Fairfax Community College; Thinking through writing: Lord Fairfax Community College, 1990-1992; ERIC Document Reproduction Service, ED 353 016.
Keywords: write-to-learn, critical-thinking, WAC, two-year, anatomy-course, physiology-course
Sensenbaugh, Roger. (1990). Process writing in the classroom. Journal of Reading 33.5, 382-383.
Keywords: history-course, purpose, assignment, process, WAC
Serences, Margaret. (1997). Journal writing across the curriculum. 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, journal
Serences, Margaret (Peg). (1987). Journal writing across the curriculum. 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, journal
Seshachari, Neila C.. (1994). Instructor-mediated journals: Raising critical thinking and discourse levels. College Teaching 42.1, 7-11.
Keywords: WAC, journal-writing, apprehension, critical-thinking, process, teacher-directed, mediated
Severino, Carol; Mary Traschel. (2008). Theories of specialized discourses and writing fellows programs. [fulltext]. Across the Disciplines 05.
Keywords: teaching fellow, WAC, University of Iowa, peer-tutor, theory, student-opinion, assignment, teacher-opinion, genre, generalist, gen-ed, inquiry, critical-analysis, sources, specialist, specialized
Shahn, Ezra; Robert K. Costello. (2000). Evidence and interpretation: Teachers' reflections on reading writing in an introductory science course . [fulltext]. Language and Learning Across the Disciplines 4.2.
The use of writing as a means of assisting students to learn and of assessing their understanding in an introductory science course intended primarily as a terminal course for non-science majors is considered in the context of a discussion of cognitive development. We suggest that, particularly where students are asked to justify their understanding by referring to concrete evidence, writing samples are a sensitive indicator of cognitive position. We demonstrate this with examples of four different types of writing used in our course: short answer exam questions, exam essays, take-home essays which may be revised, and informal journal writing. The information gained from writing assignments can be useful as feedback to an instructor regarding (a) an individual student's assumptions about what can be known in science and what form this knowledge takes, (b) what individuals and the class as a whole are prepared to understand, and (c) in what ways particular subject material is likely to be misunderstood. We conclude that these different probes can reveal different aspects of development, and that the use of any of them requires attentive reading by the instructor.
Keywords: WAC, WID, writing across the curriculum, science, writing to learn, data, development, introductory
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
Shaw, Victor N.. (1999). Reading, presentation, and writing skills in content courses. College Teaching 47.4, 153-157.
Keywords: WAC, read-write, talk-write, oral-presentation, graduate, publishing, pedagogy, communications, WAC
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
Shea, Renee Hausmann. (1987). The influence of writing prompt on process and product: An exploratory study using the LSAT writing sample [doctoral thesis]. Philadelphia, PA: University of Pennsylvania.
Keywords: prompt, topic, LSAT, assessment, large-scale, process-product, text-analysis, contrast-group, MX, style, arrangement, elaboration, argumentation, creativity, advocacy, Toulmin
Sheridan, Barrett E.; Helen Melville Jones. (1999). Assessment of changes in the level of critical thinking in nursing courses in Australian universities: A pilot study. Journal of Teaching Academic Survival Skills 01 (Winter/Spring), 40-62.
Keywords: critical-thinking, gain, nursing, WAC, argumentation, data, pre-post, pilot study, pilot study
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). Making the connection in the classroom: A model for a library-based writing course. 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: sources, library, term-paper, WAC, pedagogy, bibliographic-search
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
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.
Keywords: psychology-course, WAC, read-write, two-year, pedagogy, syllabus, innovation, integrated, introductory
Sherman, Lawrence W.. (1990). A cooperative pedagogical strategy for teaching developmental theories through writing: Dyadic confrontations (draft). ERIC Document Reproduction Service, ED 321 721.
Keywords: psychology-course, development, write-to-learn, WAC, assignment, sequence, mini-essay, peer-evaluation, heuristic, dyad, pedagogy
Sherman, Lawrence W.. (2000). Postmodern constructivist pedagogy for teaching and learning cooperatively on the Web. CyberPsychology and Behavior 03.1, 51-58.
Sherman situates WAC in a broader movement towards “Computer Supported Intentional Learning Environments.” He calls for all disciplines, particularly his own, Psychology, to adopt these online environments. He gives examples of these, including Blackboard, and one he developed for his own department. Sherman argues from a Postmodern position, saying that now more than ever students are aware of difference in their lives and in the university, and tend to distrust information from the teacher presented as fact. If it is presented as part of a forum, in which they can see ideas and conflict and join the debate, the knowledge they take away will seem “real” to them. [WAC Clearinghouse]
Keywords: WAC, internet, digital, Blackboard, postmodernist, student-skepticism, dialogic, contemporary, pedagogy
Shook, Ronald. (1982). The odd couple: How we teach and how they learn. ERIC Document Reproduction Service, ED 281 198.
Keywords: pedagogy, real-world, learning-theory, genre, WAC, communication, volume-of-writing
Shulman, Gary M.. (1993). Using the journal assignment to create empowered learners: An application of writing across the curriculum. Journal on Excellence in College Teaching 4, 89-104.
Keywords: WAC, journal-writing, empowerment, criteria, assignment, management-course, study skills-course, communications-course, applied
Shumaker, Arthur W.. (1981). How can a major in composition be established? Suggestions through the sunshine and shadows of seventy years' experience at DePauw University. ERIC Document Reproduction Service, ED 200 985.
The English program at DePauw University (Greencastle, Indiana) has undergone many changes. Today, English majors at DePauw may choose from either a literature or a composition course of study. The capstone course in the 70-year-old composition program is the seminar, in which students write whatever they choose and distribute copies to the other members of the seminar, who write critiques of the work. Other courses offered include expository and creative writing, criticism, linguistics, and newswriting. Over the years, enrollment in the composition curriculum has been high compared to that of the literature program. The advantages of offering a composition degree program far outweigh the disadvantages, particularly since such a program is designed to fit the needs of individual students and offers scholarships and apprenticeships for journalism and creative writing. The DePauw Program illustrates that a school committed to developing a composition degree program must have sufficient qualified staff, should phase in the program gradually, should invite successful writers to present lectures to composition students, and should secure recognition on the part of other departments of the need for a university-wide emphasis on composition. [ERIC]
Keywords: DePauw University, writing-major, history, capstone, peer-evaluation, curriculum, enrollment, data, staff, visiting, WAC
Shumaker, Ronald C.; Larry Dennis; Lois Green. (1990). Advanced exposition: A survey of patterns and problems. JAC: Journal of Advanced Composition 10.1, 136-144.
Keywords: survey, advanced, curriculum, techcom, WAC, community, methodology, English-profession, form-content, audience, objective
Sidler, Michelle. (2005). Claiming research: Students as 'citizen-experts' in WAC-oriented composition. [fulltext]. WAC Journal 16, 49-60.
Keywords: term-paper, research, thematic, pedagogy, citizen-expert, WAC, civic
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
Siegel, Muffy E. A.. (1982). Responses to student writing from new composition faculty. College Composition and Communication 33.3, 302-309.
Keywords: response, evaluation, novice-teacher, non-department, WAC, disciplinary, commenting, contrast-group, data, student-writing
Siegel, Muffy E. A.; Toby Olson Toby (Eds.). (1983). Writing talks: Views on teaching writing from across the professions. Upper Montclair, NJ: Boynton/Cook.
Keywords: WAC, pedagogy, content-course, teacher-opinion
Sigsbee, David L.; Bruce W. Speck; Bruce Maylath (Eds.). (1997). Approaches to teaching non-native English speakers across the curriculum (New directions for teaching and learning, No. 70). San Francisco, CA: Jossey-Bass.
Keywords: ESL, nonnative, WAC, pedagogy
Sills, Caryl K.. (1991). Paired composition courses: 'Everything relates'. College Teaching 39.2, 61-64.
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]
Keywords: Monmouth College [New Jersey], linked, FYC, EAP, ESL, learning-community, sociology-course, WAC, comparison, text-analysis, argumentation, student-attitude, faculty-commitment
Sills, Caryl K.. (1995). Success for learning disabled writers across the curriculum. College Teaching 43.2, 66-71.
Keywords: learning-disability, review-of-scholarship, pedagogy, classroom, MX, error, response, cohesion, process, planning, arrangement, revising, student-confidence, WAC
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
Simmons, John S.. (1980). The development of a relevant course in social foundations for English teachers. English Education 11.4, 228-232.
Keywords: WAC, teacher-training, sociological, pedagogy, USA, historical, relevance, social
Simon, Barbara L.; Margot Soven. (1989). The teaching of writing in social work education: A pressing priority for the 1990's. Journal of Teaching in Social Work 03.2, 47-63.
Keywords: WAC, sociology-course, social-work, assignment, advanced, journal, personal, double-entry, bibliography-writing, priority, social
Simon, Barbara Levy; Margot Soven. (1984). Writing in the social work curriculum: Whose responsibility?. ERIC Document Reproduction Service, ED 247 603.
Keywords: WAC, social-studies, social-work-course, La Salle University, teacher-cooperation, faculty-workshop, teacher-opinion, student-opinion, case-study, data, social
Simon, Linda. (1991). De-coding writing assignments. History Teacher 24.2, 149-155.
Keywords: history-course, WAC, assignment, instruction-writing, pedagogy
Simpson, Julie. (1997). Expanding the different domains of writing. 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: WAC, pedagogy
Singer, Daniel; Barbara F. Walvoord. (1984). Process-oriented writing instruction in a case-method class. In Pearce A. J.; R. B. Robinson, Jr. (Eds.), Proceedings of the Academy of Management; Boston, MA: Academy of Management.
Keywords: management-course, business-course, WAC, contrast-group, revising, gain, data, drafting, write-to-learn
Singer, Marti; Robin Breault; Jennifer Wing. (2005). Contextualizing issues of power and promise: Classroom-based tutoring in writing across the curriculum. 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, WAC, Foucault, peer-tutor, power, contextual, material conditions, contextualization, tutoring
Singh, Raghu N.; N. Prabha Unnithan. (1989). Free to write: On the use of speculative writing in sociology courses. Teaching Sociology 17.4, 465-470.
Keywords: sociology-course, WAC, speculative, assignment, pedagogy
Sipple, Jo-Ann M.; William L. Sipple; J. Stanton Carson. (2000). Pedagogical invention and rhetorical action in writing across the curriculum. In Goggin, Maureen Daly (Ed.), Inventing a discipline: Rhetoric scholarship in honor of Richard E. Young; Urbana, IL: National Council of Teachers of English.
Keywords: WAC, invention, pedagogy, rhetorical action, pedagogy
Sipple, JoAnn M.. (1987). Teacher protocols: A new evaluation tool for writing across the curriculum programs. ERIC Document Reproduction Service, ED 285 150.
Keywords: Robert Morris College [Pennsylvania], WAC, faculty-workshop, contrast-group, think-aloud, protocol-analysis, data, transcript-analysis, assignment-design, sample transcript
Slatta, Richard W.. (2004). Enhancing inquiry-guided learning with technology in history courses. In Lee, Virginia S. (Ed.), Teaching and learning through inquiry: A guidebook for institutions and instructors; Sterling, VA: Stylus.
Keywords: inquiry-based, history-course, technology, pedagogy, WAC
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
Slisher, Max. (1981). Hounding the faculty about writing. http://comppile.org/archives/fforum/fforum2(2).htm [fulltext]. fforum: A Newsletter of the English Composition Board, University of Michigan 02.2, 78-79, 91-92.
Keywords: high-school, WAC, teacher-cooperation, in-service, retraining, pedagogy, syllabus
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
Smagorinsky, Peter. (1995). Constructing meaning in the disciplines: Reconceptualizing writing across the curriculum as composing across the curriculum. American Journal of Education 103, 160-184.
Keywords: WAC, 'composing across the curriculum', meaning-making, disciplinary, constructivist
Smart, Graham. (1994). Genre as community invention. In Schryer, Catherine F.; Laurence Steven (Eds.), Contextual literacy: Writing across the curriculum; Winnipeg, Manitoba, Canada: Inkshed Publications.
Keywords: WAC, genre, community, constructivist, contextual, genesis
Smit, David W; Kansas State University, Center for Faculty Evaluation and Development in Higher Education. (1991). Improving student writing (Idea paper No. 25). ERIC Document Reproduction Service, ED 339 037.
Keywords: crisis, decline, pedagogy, volume-of-writing, history-course, WAC, student-writing
Smit, David William. (2004). The end of composition studies. Carbondale, IL: Southern Illinois University Press.
As the pun of his title suggests, David Smit's The End of Composition Studies focuses both on the goal of composition courses, as well as on his proposal that we end composition courses as they are currently conceived--as courses in 'general' writing skill that is expected to transfer to any writing situation. Smit devotes one chapter specifically to the concept of transfer, noting the 'unpredictable' nature of transfer, and arguing that transfer depends on a writer's 'background and experience,' neither of which can be controlled by the instructor. He further maintains that transfer, when it does occur, results from a writer's ability to perceive similarities between contexts or writing situations. That given, Smit contends that teachers can best increase the chances of transfer by helping students recognize similarities between contexts. Smit also argues for writing instruction that immerses novice writers in domain and context-specific writing situations (taught by practitioners, not general 'writing instructors'), as well as instruction that 'makes writing in different courses more related and systematic,' drawing explicit attention to not only the differences, but also the similarities in writing in different contexts. He proposes a three-course sequence beginning with an 'Introduction to Writing as Social Practice,' followed by two courses that engage writers in writing within a discourse community. [Robin L. Snead, 'Transfer-Ability': Issues of Transfer and FYC, WPA-CompPile Research Bibliographies, No. 18]
Keywords: transfer, curriculum, English-profession, pedagogy, pedagogy, future, idiolect, skill-transfer, WAC, WID, writing-studies, WAW
Smith, Billy Layne. (1999). Using a writing practices inventory to predict faculty willingness to adopt writing across the curriculum teaching techniques [doctoral thesis]. Lubbock, TX: Texas Tech University.
Keywords: WAC, teaching-log, survey, pedagogy, inventory, predictive, inventory
Smith, Charles H.; Don M. Miller; Ann M. Robertson. (1992). Using writing assignments in teaching statistics: An empirical study. Mathematics and Computer Education 26.1, 21-34.
Keywords: assignment, statistics, pedagogy, student-attitude, mathematics-course, WAC, contrast-group, pass-rate, data, improvement, write-to-learn, empirical
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]
Keywords: anthropology-course, WAC, communicative, rhetorical, constructivist, self, sociopsychological, cultural, social, contextual
Smith, Edward J.. (1997). Professional and academic levels of a mass media writing course. Journalism and Mass Communication Educator 52.1, 59-65.
Keywords: journalism-course, media, syllabus, Texas A&M University, critical-thinking, WAC, personal, critique, coaching, revising, evaluation, ethical, student-rights, freedom, textbook, mass-media
Smith, Jean. (1999). Where else?. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 10, 9-14.
Keywords: WAC, wcenter, conferencing, teacher-story, teacher-biography,
Smith, Jean; Robin Ray; Madelyn Vozzola. (1985). Writing for business. 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, business, pedagogy, writing-for-business, academy-workplace
Smith, Louise Z.. (1986). Independence and collaboration: Why we should decentralize writing centers. link to full text. Writing Center Journal 07.1, 3-11.
Keywords: wcenter, WAC, pedagogy, political, institution, decentralize, independence
Smith, Louise Z.. (2003). Independence and collaboration: Why we should decentralize writing centers. link to full text. Writing Center Journal 23.2, 15-23.
Keywords: wcenter, WAC, pedagogy, history, worker-opinion, decentralization, freestanding
Smith, Maggy. (1991). Reconsidering the effects of context on writing: Some social implications for writing. ERIC Document Reproduction Service, ED 343 120.
Keywords: management-course, WAC, student-opinion, interview, data, interaction-analysis, Robert Bales, data, group, writer-based, audience-awareness, gain, implication, social
Smith, Richard A.. (1979). Notes on writing in philosophy classes. http://comppile.org/archives/WLA/WLA14.pdf [full text]. Writing as a Liberating Activity Newsletter, No. 14, 1-2, 4-5.
Keywords: WAC, philosophy-course, term-paper, assignment, ethical, grading, criteria, philosophy
Smithson, Isaiah. (1986). Introduction: Writing as a subversive activity [to special issue on writing across the curriculum]. ERIC Document Reproduction Service, ED 277 004. Illinois English Bulletin 74.1, 3-6.
Keywords: WAC, faculty-workshop, process, pre-writing, subversive
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
Snell, Luke M.. (1990). Teaching memo and letter writing techniques in the classroom. Engineering Education 80.4, 481-482.
Keywords: WAC, engineering-course, memorandum-writing, letter-writing, pedagogy
Snodgrass, Sara E.. (1985). Writing as a tool for teaching social psychology. Teaching of Psychology 12.2, 91-94.
Keywords: social-psychology-course, WAC, write-to-learn, course-log, readings, student-response, observation, research-report, social, social-psychology
Snyder, Cheryl. (1978). The most precise tool in science is language. http://comppile.org/archives/WLA/WLA12.pdf [full text]. Writing as a Liberating Activity Newsletter, No. 12, 1-2, 4.