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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Curriculum and Course Design

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
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
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
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,
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, 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
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; 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, 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. (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. (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
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.. (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
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
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.; 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
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
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
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
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
Baker, Liva. (1978). Pulling it all together in senior seminar. Change 10.1, 20-27.
Keywords: curriculum, senior seminar, undergraduate, WAC, anthropology
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
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
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
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
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
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
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
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
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; 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
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
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
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
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
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
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
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
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; 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
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
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
Blalock, Glenn; Diana Cardenas; Joyce Hawthorne; and Susan Loudermilk. (2003). Using 'community' needs to promote and expand WAC. [fulltext]. Language and Learning Across the Disciplines 6.3.
This article explores WAC efforts at Texas A&M University-Corpus Christi. Specifically, the article addresses efforts to extend WAC efforts to consider the needs of the larger community as well as the university community.
Keywords: WAC, WID, writing across the curriculum, community, community service, service-learning, techcomm, FYC, learning-community
Blevins-Knabe, Belinda. (1987). Writing to learn while learning to write. Teaching of Psychology 14.4, 239-241.
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
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
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
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
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
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; 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
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
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, 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
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
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
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
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
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
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
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
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, 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
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
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
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, 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, 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
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
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; 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 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
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
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, 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, 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
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
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, 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
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
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
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
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
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
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, 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
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
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
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, 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, 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
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
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
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
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
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
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
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
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,
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
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
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. (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
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
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
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
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
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
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
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
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.. (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
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
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. (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
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
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
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
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
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
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.; 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
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
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
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, 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. (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. (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. (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; 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; 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
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
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
Gere, Anne Ruggles. (1977). Writing and writing. English Journal 66.8, 60-64.
Keywords: interview, student-opinion, WAC, assignment, data
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
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
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
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
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
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
Grasmuck, Sherri; Susan Hyatt. (2003). Sequencing writing across liberal arts majors. Peer Review 06.1, 18-20.
Keywords: curriculum, WAC, sequence, humanities, social-science
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, 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
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
Gribbin, William G.. (1991). Writing across the curriculum: Assignments and evaluations. The Clearing House 64.6, 365-368.
Keywords: WAC, assignment, evaluation
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, 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,
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
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
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
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. (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, 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
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
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
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
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
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
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
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
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
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, 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
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; 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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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. (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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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.. (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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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. (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.. (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.; 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; 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
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
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, 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
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
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
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
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, 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
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
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
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. (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
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, 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
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
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
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; 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, 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
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; Michael A. Pemberton. (2000). Review of 'Writing Centers and Writing Across the Curriculum Programs. Edited by Robert W. Barnett and Jacob S. Blumner. [full text archive]. Writing Lab Newsletter 24.9, 12-13.
Keywords: Writing Centers and Writing Across the Curriculum Programs, Robert W. Barnett, Jacob S. Blumner, wcenter, WAC
Mullin, Joan; Susan Schorn. (2007). Enlivening WAC programs old and new. [fulltext]. WAC Journal 18, 5-18.
Keywords: WAC, program, change, University of Texas at Austin, course-design, online, web-based, teacher-growth, faculty-retreat, faculty-workshop, teaching fellow, assignment, survey, alumn-opinion, data, sample
Mullin, William J.. (1989). Writing in physics. Physics Teacher 27.5, 342-347.
Keywords: WAC, rising-junior, advanced, physics-course, intensive, assignment, syllabus
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, 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
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
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
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
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
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
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. (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-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, 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
Pace, Tom. (2016). Transfer and Writing Assignments across the Curriculum: Broadening the Knowledge and Practice of Rhetorical Contexts beyond First-Year Composition. Composition Studies 44.2 .
Keywords: Writing across Contexts: Transfer, Composition, and Sites of Writing, by Kathleen Blake Yancey, Liane Robertson, and Kara Taczak; Assignments across the Curriculum: A National Study of Writing, by Dan Melzer; WPA, WAC
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. (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
Parker, Adam; Michael Mattison. (2010). By the numbers. link to full text. WAC Journal 21, 37-51.
Keywords: WAC, mathematics-course, assignment, sample, intensive
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
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
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
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
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, 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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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, 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
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; 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
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
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
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
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
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
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.. (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
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
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
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
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
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
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
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.; 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
Sensenbaugh, Roger. (1990). Process writing in the classroom. Journal of Reading 33.5, 382-383.
Keywords: history-course, purpose, assignment, process, WAC
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
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
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
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
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
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
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, Linda. (1991). De-coding writing assignments. History Teacher 24.2, 149-155.
Keywords: history-course, WAC, assignment, instruction-writing, pedagogy
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, 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
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
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, 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, 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, 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
Sockwell, Recardo Vernard. (1985). Writing in the secondary school revisited: A descriptive study of in-class assignments and related instruction used in advanced composition classes [doctoral thesis]. Chapel Hill, NC: University of North Carolina at Chapel Hill.
Keywords: high-school, assignment, in-class, revisionary, WAC
Soffree-Cady, Flore. (1987). A pedagogical theory and practice for college writing courses and writing across the curriculum courses: A social constructionist perspective on learning through argument. ERIC Document Reproduction Service, ED 384 911.
Keywords: pedagogy, theory-practice, assignment, sequence, cognitive development, logical, social, constructivist, FYC, WAC, constructionist, pedagogy, social
Soliday, Mary. (2011). Everyday genres: Writing assignments across the disciplines. Carbondale, IL: Southern Illinois University Press.
Keywords: assignment, WAC, composition-studies, genre
Sommers, Nancy. (1994). A study of undergraduate writing at Harvard. Princeton, NJ: Harvard University, Expository Writing Program.
Keywords: undergraduate, Harvard University, teaching fellow, teacher-opinion, interview, questionnaire, data, longitudinal, junior, response, mentoring, requirement, FYC, WAC, major, science argumentation, pedagogy, sequence, assignment, undergraduate
Sorrell, Jeanne. (2001). Stories in the nursing classroom: Writing and learning through stories. [fulltext]. Language and Learning Across the Disciplines 5.1.
This article discusses the use of stories to teach students important meanings of course content. In this discussion, the author discusses: (a) background information from the literature to make a case for teaching with stories, (b) therapeutic uses of storytelling, (c) strategies for using storytelling in teaching, and (d) telling stories beyond the classroom.
Keywords: WAC, WID, writing across the curriculum, writing to learn, nursing, story-telling, stories
South, Oron. (1969). Creativity for engineers. In Runkel, Philip; Roger Harrison; Margaret Runkel (Eds.), The changing college classroom; San Francisco, CA: Jossey-Bass.
Keywords: engineering-course, growth, personal, assignment, WAC
Soven, Margot. (1984). Changes in teaching practices: What happens after the writing across the curriculum workshop?. ERIC Document Reproduction Service, ED 248 520.
Keywords: WAC, faculty-workshop, La Salle University, follow-up, assignment, program-validation, pedagogy, list, checklist, correction-symbol, data
Soven, Margot. (1986). The conversational model: A paradigm for connecting freshman composition to the disciplines. ERIC Document Reproduction Service, ED 276 036.
Keywords: WAC, program, La Salle University, academic, discourse-community, FYC, syllabus, assignment sequence, sample assignment, advanced, interdisciplinary, conversational, model, FYC, paradigm
Soven, Margot. (1989). Agendas for writing in philosophy: Conflicting or complementary?. ERIC Document Reproduction Service, ED 308 509.
Keywords: assignment, student-opinion, survey, review-of-scholarship, WAC, philosophy-course, ethnographic, data, task-analysis, philosophy
Soven, Margot. (1993). The advanced writing across the curriculum workshop: The perils of reintroducing rhetoric. ERIC Document Reproduction Service, ED 357 385.
Keywords: advanced, WAC, workshop, pedagogy, needs-analysis, assignment, critical-thinking, contextual, faculty-resistance
Soven, Margot. (2009). [book review]. Journal of Teaching Writing 25.1, 113-115.
Keywords: Writing Intensive, Becoming W-Faculty in a New Writing Curriculum, by Wendy Strachan, WAC, initiative, implementation, program
Spader, Peter H.. (1979). Writing a philosophy paper. Teaching Philosophy 03, 177-179.
Keywords: WAC, philosophy-course, term-paper, assignment-sheet, philosophy
Sparber, Ilona. (1981). Putting language across the curriculum into practice. English in Australia 58, 62-66.
Keywords: WAC, Australia, curriculum, implementation
Spires, Hiller A.. (1993). Learning from a lecture: Effects of comprehension monitoring. Reading Research and Instruction 32.2, 19-30.
Keywords: note-taking, large-class, lecture, questioning, self-evaluation, improvement, WAC, comprehension, monitoring
Spretnak, Charlene M.. (1983). Reading and writing for engineering students. JAC: Journal of Advanced Composition 04.1-2, 133-138.
Keywords: engineering, WAC, techcom, reading, pedagogy, read-write, assignment
Stamps, Dory. (1984). The library as classroom: An opportunity for writing across the curriculum. Writing Across the Curriculum [Southern Technical Institute] 02.1, 3-4.
Keywords: curriculum-library, WAC, term-paper, library, orientation-program, guidelines
Stanfill, Silver. (1978). Working with content-area colleagues or what's a teacher like you doing in a course like this?. ERIC Document Reproduction Service, ED 154 353.
Keywords: two-year, WAC, teacher-cooperation, survey, faculty-opinion, data, one-sentence, summary-writing, assignment, overhead projector
Stanley, Linda C.. (1991). Writing-to-learn assignments: The journal and the microtheme. 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, assignment, write-to-learn, journal, microtheme
Stanley, Linda; David Shimkin. (1987). The triadic journal: The purposes and processes of journal writing across the college curriculum. Writing Across the Curriculum [Southern Technical Institute] 05.1, 2-4.
Keywords: journal-writing, WAC, triadic, discourse triangle, questionnaire, assignment, cross-disciplinary, improvement, data, free-writing
Steffens, Henry. (1991). Students assess writing to learn in large history classes. Social Studies Review 31.1, 55-58.
Keywords: history-course, WAC, large-class, lecture, journal-writing, microtheme, readings, reader-response, write-to-learn, sample, student-perception, improvement
Steffens, Henry. (1991). Using informal writing in large history classes: Helping students to find interest and meaning in history. Social Studies 82.3, 107-109.
Keywords: history-course, large-class, lecture, write-to-learn, journal-writing, reading-log, student-opinion, WAC, informal
Steinfatt, Thomas M.. (1986). Communication across the curriculum. Communication Quarterly 34.4, 460-470.
Keywords: WAC, review-of-scholarship, communication across the curriculum, CAC, program, computer, software-design
Stevens, Henry. (1991). Using informal writing in large history classes: Helping students to find interest and meaning in history. The Social Sciences 82.3, 107-109.
Keywords: pedagogy, history-course, WAC, large-class, lecture, journal-writing, self-reflection, informal
Stocks, Kevin D.; Ted D. Stoddard; Max L. Waters. (1992). Writing in the accounting curriculum: Guidelines for professors. Issues in Accounting Education 07.2, 193-204.
Keywords: WAC, accounting-course, needs-analysis, retraining, assignment, write-to-learn, guidelines
Stocky, Rosemarie Therese. (1990). The effects of integrating reading and writing skills across the curriculum: A senior high school model [doctoral thesis]. St. Louis, MO: Saint Louis University.
Keywords: read-write, write-to-learn, WAC, high-school, G12, curriculum, integrated
Stoddart, Kenneth. (1991). Writing sociologically: A note on teaching the construction of a qualitative report. Teaching Sociology 19.2, 243-248.
Keywords: sociology-course, WAC, assignment, research-report, ethnographic, component-process, qualitative
Storlie, Erik F.; Mary Barwise. (1985). Asking good questions: Crafting good writing assignments. Minneapolis, MN: Minneapolis Community College.
Keywords: WAC, two-year, Minneapolis Community College, assignment-designing, question-setting, teacher-strategy, sample
Stout, David E.; Alan R. Sumutka; Donald E. Wygal. (1991). Experiential evidence on the use of writing assignments in upper-level accounting courses. Advances in Accounting 09, 125-141.
Keywords: accounting-course, business-course, WAC, write-to-learn, contrast-group, gain, contextual, night-course, assignment, data, experiential
Stout, Roland P.. (2011). 'It's a shame to put such wonderful thoughts in such poor language': A chemist's perspective on writing in the disciplines. full text. Across the Disciplines 08.1.
Keywords: chemist-opinion, WAC, assignment, write-to-learn, chemistry-course, evaluation, shame
Strauss, Michael J.; Toby Fulwiler. (1987). Interactive writing and learning chemistry. Journal of College Science Teaching 16.4, 256-262.
Keywords: WAC, chemistry-course, large-class, lecture, questioning, teacher-student, interactive, questioning, question box, interactive
Strauss, Michael J.; Toby Fulwiler. (1990). Writing to learn in large lecture classes. Journal of College Science Teaching 19.3, 158-163.
Keywords: WAC, large-class, lecture, science-course, learning-log, question-posing, pedagogy
Sublett, Michael D.. (1993). A model essay: One way to improve students' writing. College Teaching 41.1, 11-14.
Keywords: term-paper, assignment, WAC, model-essay, title, subheading, sentence, paragraph, arrangement, vocabulary, error, revising
Sumara, Dennis J.. (1996). Using commonplace books in curriculum studies. JCT: An Interdisciplinary Journal of Curriculum Studies 12.1, 45-48.
Keywords: commonplace-book, education-course, curriculum-studies, read-write, WAC
Swaby, Janet. (1987). Journalizing mathematics assignments. 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, mathematics-course, assignment, journalistic
Swanson-Owens, Deborah. (1986). Identifying natural sources of resistance: A case study of implementing writing across the curriculum. Research in the Teaching of English 20.1, 69-97.
Keywords: WAC, curriculum, change, faculty-resistance, high-school, theory, model, implementation
Swarts, Jason. (2001). Speaking in tongues: Coordinating multiliterate work of tutors and students across disciplines . [fulltext]. Language and Learning Across the Disciplines 5.2.
By paying attention to genres and to texts as 'tools' that reveal the routine activity those genres embody, tutors and students of different disciplinary backgrounds will find ways to share their expertise. To develop this position, we must first consider the role of genre in scaffolding a writer's progress toward disciplinary literacy. Following this discussion, I will focus on texts and why they are not adequate tools for talking about the multiliterate uses of genres across disciplines. By discussing the results of a case study, I will argue for a new tool that supplements text, making it a richer tool that is capable of crossing disciplinary boundaries.
Keywords: WAC, WID, writing across the curriculum, multiliteracy, literacy, genre, interdisciplinary, tutoring
Swift, Jonathan. (1980). Global education: What's in it for us?. English Journal 69.9, 46-50.
Keywords: high-school, global, WAC, curriculum
Tapper, Joanna; Paul Gruba. (2000). Using a 'conference model' to teach communication skills in a Communication Across the Curriculum Program. [fulltext]. Language and Learning Across the Disciplines 4.1.
This article addresses one Communication Across the Curriculum program at a large Australian research university. The authors argue that a major course project which involves students in the organization and execution of a public conference is an effective way to achieve the programs aims.
Keywords: WAC, WID, writing across the curriculum, conference, FTF, Australia, CAC, communication across the curriculum, pedgagogy, pedagogy, tutor
Tate, Gary; Amy Rupiper; Kurt Schick (Eds.). (2001). A guide to composition pedagogies. New York: Oxford University Press.
Keywords: pedagogy, composition, composition-studies, content, basic, expressive, feminism, liberatory, cultural-studies, rhetorical, writing-across-the-curriculum, WAC, WID, wcenter, technology, computer, pedagogy
Tatum, Beverly Daniel. (1992). Talking about race, learning about racism: The application of racial identity development theory in the classroom. Harvard Educational Review 62.1, 1-24.
Keywords: syllabus, racism, resistance, audiotape, assignment, journal-writing, WAC, identity, applied, racial identity
Taub, Diane E.. (1991). Strengthening the social within social psychology: An experiential learning approach. Teaching Sociology 19.2, 186-192.
Keywords: psychology-course, WAC, research-report, assignment, service-learning, data-collection, observation, experiential learning, social, social-psychology
Taylor, Anne. (1966). English for physical education students. Use of English 17.4, 315-320.
Keywords: curriculum, England, kinesiology-course, major, WAC
Taylor, William M.. (1987). Political science 202: International relations: Writing assignments. ERIC Document Reproduction Service, ED 284 626.
Keywords: WAC, political-science-course, international-relations-course, assignment
Tchudi, Stephen; Stephen Lafer. (1996). The interdisciplinary teacher's handbook: Integrated teaching across the curriculum. Portsmouth, NH: Boynton/Cook.
Tchudi and Lafer argue that 'Curriculum aimed at strengthening decision-making ability is bound to look different from curriculum designed to inculcate students in particular contents' (p. 210). This book calls for widespread curricular reform towards interdisciplinarity and integrated teaching methods; it offers philosophical and practical models especially useful for those researching the ways that linked courses can be a tool used by students and instructors to break down, cross, or examine disciplinary boundaries. Citing Ivan Illich, Tchudi and Lafer claim that the deepest learning opportunities cast the field of knowledge as a web, 'a fine metaphor for those situations encountered in life that present human beings with a need to think and learn' (p. 21). Chapters touch on definitions and redefinitions of the disciplines/disciplinarity, strategies for curriculum revision, and making learning active, while the last half of the text offers a number of 'jump starters' for instructors seeking to make their assignments draw on a range of different ways of knowing and doing. A small section devoted to writing offers a pedagogical approach to writing instruction (now standard in composition and increasingly standard in courses that instruct writing across the curriculum) that will be helpful for those seeking to assist instructors new to teaching writing, particularly in disciplinary or interdisciplinary situations. [Michelle LaFrance, Linked Writing Courses, WPA-CompPile Research Bibliographies, No. 14]
Keywords: WAC, interdisciplinary, linked, handbook, integrated curriculum, curriculum reform, assignment, ‘jump starter’, learning-theory, pedagogy, critique
Terrell, Marian. (1979). A study of the integration of English skills into the business-education curriculum of public post-secondary schools [doctoral thesis]. Atlanta, GA: Georgia State University-College of Education.
Keywords: bizcom, business-major, curriculum, WAC, integrated
Thaiss, Chris. (1987). Writing across the curriculum--the state of the art. [full text]. The Quarterly of the National Writing Project and the Center for the Study of Writing 09.1, 14-17.
Keywords: WAC, national, review-of-program, 1985, teacher-evaluation, assessment, English-ed, WAC, administration, requirement, follow-up, textbook, value-added, disseminiation, federal funding
Thaiss, Chris; Tara Porter. ([ongoing]). International WAC / WID Mapping Project: Statistical results [Interactive Maps of United States and Canada]. [Link to Site].
The following statistics are derived from the more than 1300 responses (50% return rate) to the U.S./Canada survey undertaken by Tara Porter and Chris Thaiss as part of the International WAC/WID Mapping Project. The online survey itself is closed as of July 1, 2008. Statistical results based on earlier readings of the data have been reported at conferences in 2007 and 2008. Articles based on the survey data are scheduled to appear beginning in 2009. If you wish more information about these publications, please write to Chris Thaiss (cjthaiss@ucdavis.edu) or Tara Porter (tsporter@ucdavis.edu). If you do not know if your institution replied to this survey, please contact Tara Porter (tsporter@ucdavis.edu). As more statistics are derived from the complete data set, we will post them to this website, as appropriate. Please keep in mind that the following statistics represent the most minimal analysis of the data. We are posting them in this unanalyzed form at the request of those who have attended recent presentations. Our explanation of terms, methods, and materials and our interpretation of the data will occur in the planned articles and in future conference presentations. Meanwhile, if you have questions about the survey or the results you see here, please write to us. You will note the reference made to the 1987 survey by Susan McLeod and Susan Shirley. This is the only other large-scale survey of WAC/WID activity in the U.S. and Canada. Results were reported in: McLeod, Susan and Susan Shirley. "Appendix: National Survey of Writing Across the Curriculum Programs." McLeod, Susan. Strengthening Programs for Writing Across the Curriculum. San Francisco: Jossey-Bass, 1988. 103-130. [From website, accessed July 2008]
Keywords: WAC, WID, data, survey, mapping, international, United States, Canada, 'International Network of WAC Programs', INWAC, research, writing across the curriculum, writing in the disciplines , interactive
Thaiss, Chris; Tara Porter; Erin Steinke. ([ongoing]). International WAC / WID Mapping Project. [Link to Site].
Research on Activity/Initiatives Worldwide Devoted to Student Writing in Disciplines Begun in 2006, this project aims to identify, compile, analyze, and facilitate activity and interest in writing in the disciplines in higher education around the world. We are interested both in first-language and English-language initiatives. We are also interested in graduate-level initiatives, but we pay primary attention to undergraduate, college-university activities focused in disciplines, as well as academic writing centers or similar services devoted to working with students and faculty/staff in and across disciplines. The Project is sponsored in part by the International Network of WAC Programs (INWAC). [From site, accessed July 2008]
Keywords: WAC, WID, data, survey, mapping, international, United States, Canada, 'International Network of WAC Programs', INWAC, research, writing across the curriculum, writing in the disciplines
Thaiss, Christopher. (1987). ERIC report: Language across the curriculum. Wisconsin State Reading Association Journal 31.2, 67-71.
Keywords: WAC, LLAD, history, retraining, curriculum, objective
Thomas, Laura. (1991). College lecture classrooms as texts: An ethnography of student writing and reading [doctoral thesis]. Oxford, OH: Miami University.
Keywords: read-write, classroom, lecture, WAC, ethnography, case-study, site-analysis, student-writing
Thomas, Rosemary. (1992). Using active questioning techniques to enhance lecture/discussion classes. 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, questioning, discussion, large-class, lecture, two-year
Thompson, Isabelle K.; Warren W. Werner; Joyce Rothschild. (1989). A survey of writing instruction in colleges and universities, 1975-76 to 1985-86. ADE Bulletin, no. 94, 29-32.
Keywords: curriculum, enrollment, WAC, techcom, undergraduate, graduate, data, survey, frequency, history
Thompson, Nancy S.; Elisabeth M. Alford. (1997). Developing a writing program in engineering: Teaching writing to teach engineering literacies. ERIC Document Reproduction Service, ED 409 584.
Keywords: WAC, WID, engineering, University of South Carolina, program, curriculum, discourse-community, academic
Thorlaksson, Brooks; Victor Lams. (1982). Writing assignments generated at workshop in 'Writing in the Disciplines', California State University, Chico, April 22-23, 1982, and directory of participants. Chico, California: California State University, Chico.
Keywords: assignment, WAC, WID, sample, faculty-workshop, California State University, Chico
Tinker, John R., Jr.. (1986). Technical writing in hydrogeology. Journal of Geological Education 34.1, 25-27.
Keywords: University of Wisconsin-Eau Claire, geology-course, hydrology, case-method, WAC, assignment, technical-writing
Townsend, Marty. (2002). Writing in/across the curriculum at a comprehensive Chinese university. [fulltext]. Language and Learning Across the Disciplines 5.3.
This essay describes research conducted at Nankai University, Tianjin, China, from June 25-30, 1999, the overarching question of which was 'In what ways is writing (composition) a part of the teaching and learning process at Nankai University, a well-respected, research-based institution?'
Keywords: WAC, WID, writing across the curriculum, China, Chinese, global, international, Nankai University
Treib, Marc. (1982). Place description: Written; rendered. Journal of Architectural Education 35.1, 2-9.
Keywords: architecture, assignment, WAC, observation, descriptive, place
Tripe, Robert L. K.. (1990). Problem solving and writing: A teaching/learning model for computer studies. ERIC Document Reproduction Service, ED 324 039.
Keywords: vocational, Mohawk College of Applied Arts and Technology [Ontario, Canada], computer-studies, curriculum-design, WAC, programming, sample, problem-solving
Trupe, Alice L.. (2009). Putting writing at the center of the curriculum: Critical reflection and the liberal arts. In Post, Joanna Castner; James A. Inman (Eds.), Composition(s) in the new liberal arts; Cresskill, NJ: Hampton Press.
Keywords: WAC, curriculum, critique, reflection, liberal arts, pedagogy
Underwood, Charles; Mara Welsh; Mary Gauvain; Sharon Duffy. (2000). Learning at the edges: Challenges to the sustainability of service learning in higher education. [fulltext]. Language and Learning Across the Disciplines 4.3.
In this article, we attempt to make both practical and theoretical contributions to the literature on service learning. On one hand, we focus pragmatically on the sustainability of service learning efforts, given the institutional culture of the university. On the other hand, we also examine service learning through the lens of socio-cultural theory, as a form of learning through apprenticeship. Our intent is to understand the multi-layered expert-novice roles implicit in service learning as a socio-cultural activity, and to interpret how the negotiation of those roles, especially the expert role assumed by participating faculty, directly impacts the sustainability of such programs in higher education. In the course of our discussion, we seek as well to contribute to the understanding of the expert's role in apprenticeship-like learning activities, a theoretical focus that has been largely neglected in previous literature.
Keywords: WAC, WID, writing across the curriculum, service-learning, novice-expert, activity theory, maintenance
Van't Hul, Bernard. (1980). Who should teach writing . . . and why . . . and how. http://comppile.org/archives/fforum/fforum1(3).htm [fulltext]. fforum: A Newsletter of the English Composition Board, University of Michigan 01.3, 74-76.
Keywords: faculty-workshop, WAC, retraining, assignment, evaluation
Vanderslice, Stephanie. (2000). Listening to Everett Rogers: Diffusion of innovation and WAC. [fulltext]. Language and Learning Across the Disciplines 4.1.
Vanderslice argues that 'diffusion theory' can inform WAC practice.
Keywords: WAC, WID, writing across the curriculum, 'diffusion theory', Everett Rogers, innovation
VanOrden, Naola. (1987). Critical-thinking writing assignments in general chemistry. Journal of Chemical Education 64.6, 506-507.
Keywords: WAC, chemistry-course, critical-thinking, assignment
VanOrden, Naola. (1988). Write an autobiography of an element. Journal of Chemical Education 65, 995.
Keywords: WAC, chemistry-course, assignment, first-day
Venable, Carol F.; Gretchen N. Vik. (1998). Computer-supported collaboration in an accounting class. 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, San Diego State University, accounting-course, collaboration, internet, internet, research, assignment, student-teamwork
WAC Clearinghouse. ([ongoing]). WAC Clearinghouse. WAC Clearinghouse.
Keywords: WAC, WiD, writing across the curriculum, writing in the disciplines, writing-to-learn, writing fellows, interdisciplinary, cross-campus, campus wide, write-to-learn, writing to learn, write to learn
Wallace, Betsy; with Cornelia Paraskevas; Jane Thielsen; Don Weiss; Thomas Rand (Eds.). (1991). What's happening with writing at Western Oregon State University. Monmouth, OR: Western Oregon State College.
Keywords: Western Oregon State College, WAC, write-to-learn, teacher-strategy, assignment-design, freewriting, journal-writing, mathematics-course, double-entry, loop, term-paper, correcting, teacher-as-writer, student-opinion
Waller, James E.. (1991). A personal relevance approach to teaching theories and history of psychology. ERIC Document Reproduction Service, ED 340 999.
Keywords: psychology-course, WAC, microtheme, historiography, model-essay, classroom-debate, peer-evaluation, assignment, syllabus, relevance
Walvoord, Barbara E. Fassler; Virginia Johnson Anderson. (1998). Effective grading: A tool for learning and assessment. San Farncisco, CA: Jossey-Bass.
Keywords: grading, WAC, pedagogy, curve, letter-grade, pass-fail, penalty-point grading, criteria, portfolio, primary-trait, rating, scale, student-motivation, assignment, collaborative, term-paper, validity, feature, grade-sheet, sample
Walvoord, Barbara E.; Virginia Johnson Anderson; John R. Breihan; Lucille Parkinson McCarthy; Susan Miller Robison; A. Kimbrough Sherman. (1995). Functions of outlining among college students in four disciplines. Research in the Teaching of English 29.4, 390-421.
Keywords: outline, praxis, WAC, ethnographic, assignment, functional, arrangement, history-course, business-course, psychology-course, biology-course
Warriner, John. (1980). The Rite-Aid Spiral Theme Notebook. http://comppile.org/archives/fforum/fforum1(2).htm [fulltext]. fforum: A Newsletter of the English Composition Board, University of Michigan 01.2, 30-31, 49.
Keywords: skill-level, teaching-load, best-practices, guidelines, WAC program, assignment, topic, MX, error, rules, textbook, notebook
Washburn University WAC Discussion Group. (2000). Faculty collaboration on writing-across-the-curriculum assignments: Linking teaching and scholarship. [fulltext]. Language and Learning Across the Disciplines 4.1.
Drawing on Herrington's assertion that WAC programs should be guided by collaborative faculty reflection and on Fulwiler's claim that mutually beneficial publication projects are integral to WAC success, these authors state that collaborating on experimental assignments can be an important link between teacherly reflection and scholarly publication.
Keywords: WAC, WID, writing across the curriculum, Washburn, collaborating, faculty retraining, reflection, pedagogy, pedagogy
Watson, Karilee; Mary Ann Traxler. (1992). Writing across the curriculum: Creating a professional writing sequence for a teacher education program. ERIC Document Reproduction Service, ED 351 294.
Keywords: English-ed, WAC, teacher-training, assessment, skill-level, Advanced Writing Proficiency Program, Saint Mary's College [Indiana], portfolio, advanced, curriculum, sequence
Watts, John. (1980). English in an integrated curriculum. In Robert Eagleson (Ed.), English in the eighties; Adelaide, Australia: Australian Association for the Teaching of English [ERIC Document Reproduction Service, ED 233 390].
Keywords: school, curriculum, interdisciplinary, WAC, integrated
Weiser, Irwin. (1981). A cross-disciplinary survey of writing expectations. ERIC Document Reproduction Service, ED 255 918.
Keywords: WAC, faculty-survey, Tennessee Technological University, data, teacher-opinion, assignment, frequency, grading, correctness, needs-analysis, expectation
Weiss, Mary Ann; Edwin T. Weiss, Jr.. (1984). Writing in large geography classes. ERIC Document Reproduction Service, ED 283 756.
Keywords: WAC, geography-course, class-size, pre-post, student-writing, freewriting, model-essay, journal-writing, pedagogy, large-class
Weiss, Robert H.. (1980). Writing in the total curriculum: A program for cross-disciplinary cooperation. In Donovan, Timothy R.; Ben W. McClelland (Eds.), Eight to teaching composition; Urbana, IL: National Council of Teachers of English.
Keywords: pedagogy, pedagogy, cross-disciplinary, WAC, curriculum
Wertsch, James V.. (1999). Revising Russian history. Written Communication 16.3, 267-295.
Keywords: textbook, history-course, historiography, Russia, Bakhtin, dialogic, 'hidden dialogicality', change, WAC, revising history
Westbrook, Steve. (2003). 'Plerk,' 'Plabor,' and a conventional caper: Redefining the work and play of poetry within the discipline of English. [fulltext]. Language and Learning Across the Disciplines 6.2.
Keywords: WAC, WID, writing across the curriculum, poetry, poetry
Westphal-Johnson, Nancy; Mary Anne Fitzpatrick. (2002). The role of communication and writing intensive courses in general education: A five year case study of the University of Wisconsin-Madison. Journal of General Education 51.2, 73-102.
An account of the "Writing Wars," the struggle at UW-Madison to define the goals of a commications component added to the gen. ed. requirements in 1994. The conflict was between a centralized, rhetoric-based course taught by Communications and English faculty, and a WID model. Compromise and conflict continue there to this day. [WAC Clearinghouse]
Keywords: gen-ed, University of Wisconsin, conflict, WAC, WID, curriculum, requirement, intensive
Wiebold, W. J.; R. E. Buehler; D. R. Scott. (1990). Repeatable writing assignments to enhance student writing. Journal of Agronomic Education 19.1, 51-54.
Keywords: agronomy-course, WAC, assignment, write-to-learn, improvement, syllabus, teacher-evaluation, student-writing
Wigand, Derise J.; Kathleen Smith-Meadows. (1986). Whose territory? Watch it!. 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: WAC, assignment, pedagogy, summary-writing, term-paper, proposal, final-report, evaluation, territory
Williamson, Michael M.; Donald A. McAndrew. (1987). Writing in college developmental mathematics. Research and Teaching in Developmental Education 03.1, 14-21.
Keywords: mathematics-course, write-to-learn, essay-length, not-grading, learning-log, peer-evaluation, assignment, WAC
Williamson, Michael W.. (1987). Basic writers writing across the disciplines I: An historical and theoretical introduction. Research and Teaching in Developmental Education 04.1, 57-70.
Keywords: WAC, basic, history, curriculum, write-to-learn, discipline-specific, functional, social, purpose, academic, disciplinary
Wilner, Arlene. (2005). The challenges of assignment design in discipline-based freshman writing classes. link to full text. Composition Forum 14.2.
Keywords: WAC, assignment-design, discipline-based, teacher-opinion, student-opinion, FYC
Winchell, Dick; Dana Elder. (1992). Writing in the geography curriculum. Journal of Geography 91.6, 273-276.
Keywords: geography-course, WAC, write-to-learn, critical-thinking, arrangement, memorization, assignment
Winslow, Rosemary. (2003). Poetry's place and the poet's participation with fields of knowledge. [fulltext]. Language and Learning Across the Disciplines 6.2.
In this essay, I want to present the case that poetry has an important place in learning precisely because it enables this remaking of old constructs of knowledge into new organizations. Poetry is actively participatory, engaging the writer in crossing boundaries among fields of experience and knowledge, breaking these into parts, selecting elements from constructs and rearranging them in new patterns of connection in and across fields. Poetry-making has had this function historically from its earliest recorded times, and it retains this renewing function. This creative, reordering, renewing capacity makes poetry valuable to learning across the disciplines.
Keywords: WAC, WID, writing across the curriculum, poetry, participation, poetry
Wittman, Eugene. (1986). Blue Ridge Technical College Writing Project. ERIC Document Reproduction Service, ED 269 799.
Keywords: WAC, two-year, Blue Ridge Technical College (North Carolina), vocational, genre, assignment, summary-writing, definition-writing, journal-writing, technical-writing
Wixon, Vincent. (1981). [book review]. [full text]. The Quarterly of the National Writing Project 04.1.
Keywords: Active Voice: A Writing Program Across the Curriculum, by James Moffett, WAC, school, curriculum
Wolfe, Christopher R.. (2011). Argumentation across the curriculum. Written Communication 28.2, 193-219.
Keywords: argumentation, WAC, cross-disciplinary, assignment-analysis, text-analysis, genre, taxonomy, undergraduate, data, frequency, engineering, fine arts, social-science, education, natural-science, humanities, business
Woodman, Harold D.. (1988). Do facts speak for themselves? Writing the historical essay. New England Journal of History 45.1, 39-45, 48.
Keywords: historiography, history-course, essay-writing, assignment, pedagogy, evaluation, WAC
Wray;, Virginia. (1983). Who should teach writing?. Change 15.6, 36, 50-52.
Keywords: pedagogy, myth, grammar, talk-write, pragmatic, rhetoric, assignment, evaluation, WAC, minimum competency, grading, scale
Young, Art. (1985). Research connections: Writing in the disciplines. ERIC Document Reproduction Service, ED 266 476.
Keywords: Michigan Technological University, WAC, faculty-workshop, program-validation, follow-up, assignment-analysis, journal-writing, text-analysis, multiple measures, data
Young, Art. (1994). The wonder of writing across the curriculum. full-text. Language and Learning Across the Disciplines 01.1, 58-71.
Structurally, a synthesis of reflection, information, and advocacy regarding writing across the curriculum; makes evident the continual need for WAC through a pedagogic lens; examines four significant premises that have undergirded the WAC movement and have thus allowed for students to become engaged in and supported by an educational setting, particularly academia: writing to learn, writing to communicate, writing as a social process, and writing as a social action; contextualizes the controversial nature of WAC by bringing to light the cross-institutional and conceptual resistance that it has faced; and concludes with a writing-to-learn assignment tested in a variety of disciplines and student writing from Young’s own classroom. [Blaise Bennardo]
Keywords: WAC, history, goal, structural, write-to-learn, communication, social, action, controversy, cross-disciplinary, faculty-resistance, assignment, pedagogy
Young, Art. (1994). The wonder of writing across the curriculum (Technical Report No. 7). Minneapolis, MN: The Center for Interdisciplinary Studies of Writing, University of Minnesota.
Keywords: WAC, history, goal, structural, write-to-learn, communication, social, action, controversy, cross-disciplinary, faculty-resistance, assignment, pedagogy, technical-report
Young, Art; Mike Gorman; Margaret Gorman. (1983). The value and function of poetic writing. ERIC Document Reproduction Service, ED 228 635.
Because poetic writing as a method of discourse and as a tool for learning plays a significant role in many theoretical models of writing but is rarely used in practice, a study was conducted to examine the effects on 70 college students in an introductory psychology class of a mixture of poetic and transactional assignments on the subject of schizophrenia. Students had one major expressive assignment (journals), two drafts (a first poem and a short story), and one final poetic assignment. They also had one draft and one final transactional assignment. A checklist and open ended questionnaire were used to gather student responses. Results indicated that the poem assignments encouraged creativity and helped students understand schizophrenia from the inside, while the transactional assignments helped them organize their thoughts and prepare to communicate them to another audience. (The report also briefly describes the experiences of one of four students selected for in-depth examination.) [ERIC]
Keywords: poetic, creativity, growth, experiment, psychology-course, schizophrenic, data, journal-writing, assignment, creative-writing, WAC, case-study, interview, student-opinion
Young, Art; Mike Gorman; Margaret Gorman. (1984). The 1983-84 writing and literature survey: Courses and programs. ADE Bulletin, no. 79, 48-55.
Keywords: survey, data, enrollment, curriculum, class-size, major, WAC
Young, Art; Patricia Connor-Greene; Jerry Waldvogel; Catherine Paul. (2003). Poetry across the curriculum: Four disciplinary perspectives. [fulltext]. Language and Learning Across the Disciplines 6.2.
This article presents a discussion of Clemson University's Poetry Across the Curriculum (PAC) program.
Keywords: WAC, WID, writing across the curriculum, poetry, Clemson, poetry
Young, Richard. (1991). Designing for change in a writing-across-the curriculum program. In Chappell, Virginia A.; Mary Louise Buley-Meissner; Chris Anderson (Eds.), Balancing acts: Essays on the teaching of writing in honor of William F. Irmscher; Carbondale, IL: Southern Illinois University Press.
Keywords: WAC, program-design, change, curriculum-design
Young, Richard E.. (1984). Toward a taxonomy of 'small' genres and writing techniques for WAC. The WAC Clearinghouse http://wac.colostate.edu/young/ [textfile].
Keywords: WAC, assignment, compilation, survey, large-class, taxonomy
Young, Sandra Gail. (1996). Uncovering common meanings: Expository writing, creative writing, and nursing students [doctoral thesis]. Louisville, KY: University of Louisville.
Keywords: nursing, expository, creative, curriculum, WAC, expository
Youra, Steven, Moderator. (2003). What must be done to ensure that college students communicate well in their fields? [Panel 2 Summary]. [fulltext]. Language and Learning Across the Disciplines 6.3.
A panel discussion addressing practice and theory for preparing students to communicate within their fields. Panelists include Mary Burgan, Ken Cox, Brian Huot, David Jolliffe, Sharon Quiroz, and Tracy Volz.
Keywords: WAC, WID, writing across the curriculum, interdisciplinary
Zambrano, Robert Peter. (1987). Writing across the curriculum: A design for a writing institute for deaf educators [doctoral thesis]. Washington, D. C.: The Catholic University of America.
Keywords: hearing-impaired, disability, WAC, teacher-training, retraining, curriculum-design, institute
Zehr, David. (1995). Buffy and Elvis: The sequel. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 06, 15-22.
Follows up on an earlier WAC Journal article and records exercises developed by a professor in an introductory psychology class, in which students demonstrate their understanding of a discipline specific writing text by completing writing assignments built around two fictional college students. To avoid plagiarism, the teacher modifies the assignment each year--as a play, then as a short story, then as responses from newspaper advice columnists, then as a political debate.[Timothy Woods]
Keywords: WAC, psychology-course, write-to-learn, assignment, fiction-writing, short story, genre, advice-column, political debate, drama-writing
Zehr, David. (1999). Using team journals in a large introductory course. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 10, 33-40.
Keywords: WAC, collaboration, journal-writing, large-class, lecture, introductory, teamwork
Zehr, David; Kathleen Henderson. (1994). Buffy, Elvis, and introductory psychology: Two characters in search of a dialogue. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 05, 11-22.
Keywords: WAC, psychology-course, write-to-learn, assignment, sample, introductory
Zemelman, Steven. (1977). How college teachers encourage students' writing. Research in the Teaching of English 11.3, 227-234.
Keywords: survey, WAC, assignment, pedagogy
Zemelman, Steven. (1979). Writing in other disciplines: A questionnaire for teachers. Conference on Language Attitudes and Composition Newsletter 05 [Portland State University], 12-16.
Keywords: assignment, WAC, survey, teacher-opinion, disciplinary, questionnaire
Zerbe, Michael James. (1998). Toward a cultural studies-based pedagogy for the rhetoric of science [doctoral thesis]. West Lafayette, IN: Purdue University.
Keywords: WAC, curriculum, cultural-studies, rhetoric, science, pedagogy
Zerger, Sandra. (1997). 'This is chemistry, not literature': Faculty perceptions of student writing. ERIC Document Reproduction Service, ED 411 515.
Keywords: WAC, survey, needs-analysis, assignment, data, criteria, write-to-learn, faculty-opinion, cross-disciplinary, student-writing
[Law, Richard; Richard Hume; Thomas Barton; Richard Haswell]. (1985). The Humanities Core Curriculum Project [National Endowment for the Humanities grant application]. Pullman, WA: Washington State University.
Keywords: gen-ed, curriculum, humanities; rising-junior, WAC, requirement
[various]. (1985). [synopses of conference panels and talks, Third National Testing Network in Writing Conference, San Francisco, California, March 1985]. http://comppile.org/archives/NTW/Nov%2085toc.htm [full text]. Notes from the National Testing Network in Writing 05, 2-26.
Keywords: testing, assessment, K-12, portfolio, proficiency, procedure, teacher-certification, holistic, rating, rater-training, primary-trait, research-method, research, WAC [at Stanford University], Research in the Effective Teaching of Writing Project, discourse-feature, gain, classroom-research, longitudinal, development, regression, analytic, funding, program, ESL, teacher-training minority, curriculum, G5, response, administering, cost, data-analysis, peer-evaluation, topic, large-scale, Canada, placement, feature
[various]. (1986). [synopses of conference panels and talks, Fourth National Testing Network in Writing Conference, Cleveland, Ohio, April, 1986]. http://comppile.org/archives/NTW/Nov%2086toc.htm [full text]. Notes from the National Testing Network in Writing 06, 3-25.
Keywords: testing, measurement, portfolio, reading, language-proficiency, placement, assessment, instrument, purpose, topic, holistic, revising, drafting, validity, administering, cost, data-analysis, minimum competency, competency, WAC, curriculum, peer-evaluation, self-assessment, K-12, CBest [teacher-certification, Oregon], school, computer, pre-writing software, WANDAH [Writer's Aid and Author's Helper], style-checker, EECAP [Early English Composition Assessment Program, Ohio], computer-analysis