Welcome to the WAC Bibliography. The bibliography, developed and presented in collaboration with CompPile, was developed to support teachers across the disciplines who are interested in using writing and speaking in their courses; scholars who are interested in WAC theory and research; and program administrators, designers, and developers who have interests in the latest work in faculty outreach, program design, and assessment.
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Collaboration, Group Work, and Peer Review
Adams, Pauline Gordon; Emma Shore Thornton. (1986). An inquiry into the process of collaboration. Language Arts of Michigan 02, 25-28.
Alpert, Bernard. (1964). The impact of written advocacy on one's own opinion concerning a conflict situation: An experiment with business, military, and student groups [doctoral thesis]. Seattle, WA: University of Washington.
Amore, Adelaide P.. (1988). How faculty learn to become better coaches of writing and thinking: A case study of workshops in writing across the disciplines at Smith College, Northampton, Massachusetts [doctoral thesis]. New York: Columbia University Teachers College.
Keywords: WAC, Smith College, faculty-workshop, pedagogy, retraining, coaching
Anderson, Larry; Patricia Teel Bates; Don Smith. (1994). Reader-response theory and instructors' holistic evaluating in and out of their fields. Teaching English in the Two-Year College 21.1, 53-62.
Andrews, Roy; Bruce Johnson; Mike Puiia; Pat Pemberton; Nancy Hill. (1994). A model of collaboration: One teacher's composition class and the reading/writing center. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 05, 81-95.
Auslander, Bonnie. (1990). Student writers sometimes perish before they publish. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 02, 122-127.
Barnes, Marjorie. (1999). Writing-across-the-curriculum at Union County College. ERIC Document Reproduction Service, ED 437 110.
Keywords: two-year, WAC, Union County College, program history, survey, faculty-opinion, English-not-English, faculty-workshop, wcenter, program-program-validation newsletter, data
Baron, Dennis. (2002). Forget everything you learned about writing. In Anson, Christopher M. (Ed.), The WAC casebook: Scenes for faculty reflection and program development; New York: Oxford University Press.
Bayer, John. (1992). Group process and primary source materials: Collaborative analysis. In Mahony, Elizabeth M. (Ed.); Saint Louis Community College at Meramec [Missouri]; Building community from diversity: Connecting students to their learning environments. An anthology of classroom projects undertaken for the Kellogg Beacon Grant: Final report; ERIC Document Reproduction Service, ED 349 064.
Beins, Bernard C.. (1991). Writing in statistics classes encourages students to learn interpretation. ERIC Document Reproduction Service, ED 340 039.
Keywords: statistics-course, write-to-learn, WAC, interpretive, contrast-group, pedagogy, press-release, jargon, data
Bertch, Julie. (1985). Writing for learning in the community college. ERIC Document Reproduction Service, ED 256 458.
Keywords: WAC, program, two-year, South Mountain Community College [Phoenix, Arizona], implementation, faculty-workshop
Bertch, Julie; Delryn R. Fleming. (1991). The WAC workshop. In Stanley, Linda C.; Joanna Ambron (Eds.), Writing across the curriculum in community colleges (New directions for community colleges, No. 73); San Francisco, CA: Jossey-Bass [ERIC Documentation Reproduction Services, ED 330 420].
Keywords: WAC, two-year, faculty, workshop
Bertch, Julie; Maricopa County Community College District [Phoenix, AZ]. (1987). The Maricopa Writing Project, summer 1987: Project report. ERIC Document Reproduction Service, ED 286 565.
Keywords: Maricopa Community College [Arizona], two-year, WAC, grant, summer, faculty-workshop, syllabus
Beyer, Catharine Hoffman; Gerald M. Gillmore; Andrew T. Fisher. (2007). Inside the undergraduate experience: The University of Washington's study of undergraduate learning. San Francisco, CA: Jossey-Bass.
The University of Washington's Study of Undergraduate Learning (UW SOUL) tracked 304 entering freshmen and transfer students as they moved through their college experience from fall 1999 to spring 2003. Unparalleled in its scope, this longitudinal study focused on six areas of learning: writing, critical thinking/problem solving, quantitative reasoning, information literacy, understanding and appreciating diversity, and personal growth. This book provides faculty, staff, and administrators at two- and four-year institutions with a model of assessment that both captures the complexity of the undergraduate experience and offers practical information about how to improve teaching and learning. Data from surveys, open-ended email questions, interviews, focus groups, and portfolios make it possible for the authors to create case studies of individual learning paths over time, as well as to report the group s aggregate experience. Honoring the authenticity of student voices, this book illuminates the central roles played by the academic disciplines and by faculty in undergraduate learning, offering powerful evidence for the argument that assessment of student learning is most complete and most useful when conducted at the department level. [publisher's blurb]
Keywords: longitudinal, data, University of Washington, undergraduate, critical-thinking, problem-solving, quantitative reasoning, diversity, information literacy, personal growth, development, survey, focus group, case-study, portfolio, self-report, self-evaluation, argumentation, WAC, research-based, undergraduate
Blakeslee, Ann; John R. Hayes; Richard Young. (1994). Evaluating training workshops in a writing across the curriculum program: Method and analysis. http://wac.colostate.edu/atd/archives.cfm [full-text]. Language and Learning Across the Disciplines 01.2, 5-34.
This article discusses the results of WAC training workshops among faculty members wishing to integrate writing in their courses at Robert Morris College. [WAC Clearinghouse]
Keywords: WAC, faculty, retraining, workshop
Blumner, Jacob; Francis Fritz; Sarah Wice. (2007). Bringing students into the loop: A faculty feedback program. [Link]. Across the Disciplines 04.
Jacob Blumner, Francis Fritz, and Sarah Wice report on a model for student and faculty collaboration in WAC that brings together the student-centered emphasis in writing center work and the faculty-centered emphasis in WAC by engaging writing tutors as collaborative partners with faculty. They find that 'greater involvement in assignment design is a useful avenue to break from the transmission model of education and to involve students as stakeholders for curricular change.' (Published June 21, 2007) [WAC Clearinghouse]
Keywords: WAC, tutor, collaboration, wcenter
Booher, Sandra C.; Los Medanos College [Pittsburg, CA]. (1982). A report on the tutorial outreach model for reading and writing across the curriculum at Los Medanos College. ERIC Document Reproduction Service, ED 221 252.
Braddock, Richard Reed. (1965). A conference for an advanced standing program in composition (Cooperative research project, No. F-051). Iowa City, IA: University of Iowa [ERIC Document Reproduction Service, ED 001 246].
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.
Burnham, Christopher C.. (1981). Tapping non-English faculty resources in the literacy crusade. ERIC Document Reproduction Service, ED 202 022.
Stockton State College, New Jersey, recognizes that the teaching of writing is not the responsibility of the English department alone, but of the entire college faculty. Stockton's writing across the curriculum project is designed to give all faculty members general theoretical information and practical training in writing instruction and the relation between writing and learning. Stockton's basic writing courses are staffed with volunteer faculty members from across the college. These "rotating faculty" go through three stages of training. In the first stage, faculty members are given a set of reading materials that discuss the nature and function of writing and various writing pedagogies. In the second stage, they participate in a one-day workshop in which they complete a holistic exercise that involves reading papers and ranking them by the overall quality of writing. The holistic scoring used in the workshop session provides the "rotating faculty" with an understanding of the elements of good writing. The third stage of training occurs in another one-day workshop the week before school begins, during which the faculty members must write under the same circumstances that students often must write under. Strategies for grading are also discussed. Support services for the "rotating faculty" include a skills center and designated consultants from the core writing faculty. [ERIC]
Keywords: WAC, Stockton State College (NJ), retraining, volunteer, not-English, faculty-workshop, holistic, criteria, teacher-as-writer, teacher-cooperation, resources
Burnham, Christopher C.. (1986). The consequences of collaboration: Discovering expressive writing in the disciplines. The Writing Instructor 06.1, 17-24.
Caldwell, Elizabeth Ann; Mary Deane Sorcinelli. (1997). The role of faculty development programs in helping teachers to improve student learning through writing. In Sorcinelli, Mary Deane; Peter Elbow (Eds.), Writing to learn:Strategies for assigning and responding to writing across the disciplines (New directions for teaching and learning, No. 69); San Francisco, CA: Jossey-Bass.
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
Carpini, Dominic Delli; Cynthia Crimmins. (2001). From the margins to the (writing) center: Collaborative efforts in writing center and composition program activities. link to full text. Writing Lab Newsletter 26.3, 1-5.
Carson, Diane. (1992). In class discussion promotes collaborative learning. In Mahony, Elizabeth M. (Ed.); Saint Louis Community College at Meramec [Missouri]; Building community from diversity: Connecting students to their learning environments. An anthology of classroom projects undertaken for the Kellogg Beacon Grant: Final report; ERIC Document Reproduction Service, ED 349 064.
Carson, Jay; William Sipple; Mike Yahr; Thomas Marshall; John O'Banion.. (2000). A new heuristic for planning WAC programs: Ensuring successful collaboration from all stakeholders. [fulltext]. Language and Learning Across the Disciplines 3.3.
In this article, we focus on the one problem we believe is most crucial for the survival and effectiveness of our modern incarnation of writing across the curriculum: planning. This essay argues that Young, Becker and Pike's tagmemic discovery heuristic procedure is an ideal tool for planning a school-wide reform.
Caywood, Cynthia L.; Gilliam R. Overing. (1987). Writing across the curriculum: A model for a workshop and a call for change. In Caywood, Cynthia L.; Gillian R. Overing (Eds.), Teaching writing: Pedagogy, gender and equity; Albany, NY: State University of New York Press.
Keywords: gender, equity, WAC, workshop, change
Charlton, Michael. (2007). That's just a story: Academic genres and teaching anecdotes in writing-across-the-curriculum projects. [fulltext]. WAC Journal 18, 20-29.
Childers, Pamela B.; Eric Hobson; Joan A. Mullin; with Joseph F. Trimmer; Richard H. Putney. (1998). ARTiculating: Teaching writing in a visual world. Portsmouth, NH: Boynton/Cook Publishers [ERIC Document Reproduction Service, ED 424 573].
Chisholm, Richard M.. (1990). Coping with the problems of collaborative writing. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 02, 88-108.
Chisholm, Richard M.. (1997). Using collaborative techniques in a speech class [reprint]. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 08, 96-105.
Clark, Elvis G.. (1992). Cooperative learning for the research paper. In Mahony, Elizabeth M. (Ed.); Saint Louis Community College at Meramec [Missouri]; Building community from diversity: Connecting students to their learning environments. An anthology of classroom projects undertaken for the Kellogg Beacon Grant: Final report; ERIC Document Reproduction Service, ED 349 064.
Coffinberger, Richard. (1982). Aligning reading-writing group sessions to distinct stages of the writing process. In Gallehr, Donald; Robert Gilstrap; Marian Mohr; Anne Legge; Marie Wilson-Nelson (Eds.), Writing processes of college students: Working papers of the Writing Research Center at the Northern Virginia Writing Project (Volume I); Fairfax, VA: George Mason University, The Project.
Keywords: WAC, process, group, peer-evaluation, process, process
Copeland, Jeffrey S. (Ed.). (1987). Essays grown from a writing across the curriculum institute at Indian Hills Community College: Fostering cooperation and cohesion in writing instruction. ERIC Document Reproduction Service, ED 294 182.
Keywords: WAC, two-year, Indian Hills Community College [Ottumwa, IA], cooperation, group, classroom-community, institute
Cross, Geoffrey A.. (1989). Group writing in industry: A Bakhtinian exploration of two collaborations. ERIC Document Reproduction Service, ED 323 543.
Devet, Bonnie, et al.. (1995). Writing lab consultants talk about helping students writing across the curriculum. [fulltext]. Writing Lab Newsletter 19.9, 8-10.
Keywords: wcenter, WAC, peer-tutor
DeVoss, Danielle Nicole; Dickie Selfe, ECAC Teachers and Students Delta-Schoolcraft Intermediate School District Escanaba, MI, USA. (2002). Encouraging and supporting electronic communication across the curriculum (ECAC) through a university and K-12 partnership [note erratum published in Computers and Composition 20.1, page 121]. Computers and Composition 19.4, 435-451.
Keywords: computer, WAC, CAC, school, K-12, school-college, Michigan, USA, faculty-workshop
Diaz, Diana M.. (1988). ESL college writers: Process and community. Journal of Developmental Education 12.2, 6-8, 10-12.
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
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.
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]
Donaldson, Alice. (1981). The role of advocacy in small group discussion. In Ziegelmueller, George; Jack Rhodes (Eds.), Dimensions of argument: Proceedings of the Second Summer Conference on Argumentation [Alta, Utah, July 30-August 2, 1981]; Annandale, VA: Speech Communication Association.
Keywords: argumentation, group, discussion, advocacy, small group
Donovan, Timothy R.; Ben W. McClelland (Eds.). (1980). Eight approaches to teaching composition. Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 191 042].
Dunne, Joseph F.. (1992). Small groups as teaching/learning communities. In Mahony, Elizabeth M. (Ed.); Saint Louis Community College at Meramec [Missouri]; Building community from diversity: Connecting students to their learning environments. An anthology of classroom projects undertaken for the Kellogg Beacon Grant: Final report; ERIC Document Reproduction Service, ED 349 064.
Keywords: group, project, collaboration, WAC, two-year, small group
E l o d i a V i l l a s e o r , M i g u e l A l c a l ! , E n a S u s e t h V a l l a d a r e s , M i g u e l A . T o r r e s , V a n e s s a M e r c a d o , a n d C y n t h i a A . G m e z . (2013). Empower Latino youth (ELAYO): Leveraging youth voice to inform the public debate on pregnancy, parenting and education. Community Literacy Journal 08.1, 21-39.
Youth perspectives are routinely absent from research and policy initiatives. This article presents a project that infuses youth participation, training and mentorship into the research process and teaches youth how to become policy advocates. Empower Latino Youth (ELAYO) studies the individual and systemic factors impacting sexuality and childbearing among Latino youth and seeks to reduce negative stereotypes and elevate the social standing of Latino youth. As a team-in-training, ELAYO provides adolescents, undergraduate and graduate students the opportunity to develop research skills while learning the importance of linking science to policy. This paper was developed in collaboration with Latino youth.
Keywords: public policy, collaborative research, youth sexuality, Latino, advocacy training, youth engagement, youth sexuality, health, and rights (YSHR)
East, Mary E. (Judy). (1992). Writing to learn and co-operative learning go hand-in-hand when teaching an intro to computers class. In Mahony, Elizabeth M. (Ed.); Saint Louis Community College at Meramec [Missouri]; Building community from diversity: Connecting students to their learning environments. An anthology of classroom projects undertaken for the Kellogg Beacon Grant: Final report; ERIC Document Reproduction Service, ED 349 064.
Ellner, Carolyn L.; Carol P. Barnes. (1982). Writing in the disciplines: An external evaluation. San Luis Obispo, CA: California Polytechnic State University.
Keywords: WID, WAC, California Polytechnic State University, faculty-workshop, student-opinion, teacher-opinion, program-validation, data, questionnaire, Likert
Elmborg, James K.. (2006). Locating the center: Libraries, writing centers, and information literacy. link to full text. Writing Lab Newsletter 30.6, 7-11.
Problematizes the separation of writing from research. Draws parallels between the institutional positioning of libraries and writing centers, both mediating between faculty and students (8). Describes results from editing a collection of case studies on relationships between writing centers and libraries. Productive partnership models include sharing spaces, developing writing & research labs/clinics, co-leading faculty development workshops, team teaching, cross-referring students, creating archives of student writing on campus, and collaborating on scholarship.[ Gwendolynne Reid, Updating the FYC-Library Partnership: Recent Work on Information Literacy and Writing Classrooms, WPA-CompPile Research Bibliographies, No. 25]
Keywords: wcenter, location, space, information-literacy, wcenter, library,wcenter-library, collaboration, cooperation, information literacy, information retrieval, library science, faculty-librarian, library, research instruction, WAC, librarian, writing tutor
Emerson, George H.. (1974). Revised system of evaluation. ERIC Document Reproduction Service, ED 111 465.
Essid, Joe; Dona J. Hickey. (1998). Creating a community of teachers and tutors. In Reiss, Donna; Dickie Selfe; Art Young (Eds.), Electronic communication across the curriculum; Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 416 561].
Keywords: University of Richmond, computer, WAC, teaching fellow, peer-tutor, teleconferencing, discourse-community, tutoring
Evans, Mark; Lela Edgar. (1994). The collaborative textbook as teaching tool. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 05, 59-80.
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.
Fernheimer, Janice; Dean Nieusma; Lei Chi; Lupita Montoya; Thomas Kujala; Andrew La Padula. (2009). Collaborative convergences in research and pedagogy: An interdisciplinary approach to teaching writing with wikis. full text. C&C Online (Fall).
Flanigan, Michael C.. (1988). WAC and literacy at the University of Oklahoma: Constructing a reality takes more than writing. ERIC Document Reproduction Service, ED 309 438.
Keywords: WAC, University of Oklahoma, faculty-workshop, pedagogy, needs-analysis
Flanigan, Michael C.. (1989). WAC: A point of departure to full literacy. ERIC Document Reproduction Service, ED 313 717.
Keywords: WAC, program-design, program-sustainability, faculty-resistance, faculty-workshop, University of Oklahoma
Flower, Linda. (2010). Going public in a disabling discourse. In Ackerman, John M.; David J. Cougan (Eds.), The public world of rhetoric: Citizen-scholars and civic engagement; Columbia, SC: University of South Carolina Press.
This article explores how students with learning disabilities (LD) create and negotiate their identities in public discourse. Flower analyzes a community-based classroom project, the Community Think Tank on Learning Disability, which involved college students in a collaboration with local high school students with LD. The goal of this project was 'Naming the LD Difference,' and the students explored the conditions, costs, and consequences of 'going public about learning disabilities.' Flower asserts that deliberative discourse in the public sphere offers a potential alternative to disabling discourses that mediatize, medicalize, and institutionalize persons with LD. By participating in deliberative discourse, persons with LD create social change through becoming rhetorical agents. [Tara Wood, Margaret Price, & Chelsea Johnson, Disability studies, WPA-CompPile Bibliographies, No. 19]
Keywords: community literacy, public sphere, collaborative, research-method, learning-disability, rhetoric, agency, self-advocacy, classroom, project
Flower, Linda; Shirley Brice Heath. (2000). Drawing on the local: Collaboration and community expertise. [fulltext]. Language and Learning Across the Disciplines 4.3.
A short history of community/university collaboration is buried in the phrase .service learning.. In the grammar of its implied narrative, the agent, actor, and source of expertise--the server--is the academy not the community. And the act of learning is more often a personal reflection by students on a broadening experience than it is a public act of shared knowledge making. But what if we attempted to turn the tables: to transform service into a collaboration with communities and learning into a problem-driven practice of mutual inquiry and literate action? And what would it take to do so? Our reflection on this issue comes in part from watching these questions come to life in an unusual forum--a community problem-solving dialogue with 180 stakeholders, including leaders in the urban community, leaders and staff from city youth organizations, and university faculty and students.
Keywords: WAC, WID, writing across the curriculum, collaboration, community service, service-learning, academy-community, academy-public, expertise
Fralick, Katherine G.. (1997). From partner and group pre-writes to discussions [afterword to Katharine G. Fralick, 'From writing to discussion']. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 08, 71-72.
Frazier, Dan. (2010). First steps beyond the first year: Coaching transfer after FYC. link to full text. WPA: Writing Program Administration 33.3, 34-57.
Through an exploratory study, Frazier investigates the potential of 'alternative teaching spaces' as a bridge between the writing completed in traditional FYC courses and discipline-specific expectations for writing. Employing a combined methodology of survey, one-on-one meetings, and focus group discussions, Frazier follows eight students' transition from FYC to courses in their majors that require writing during the first semester of their sophomore year. As he coaches these students in the concepts of genre analysis, discourse communities, and meta-cognitive reflection, Frazier concludes that work with transfer strategies and cross-disciplinary discussions of writing are best located in a 'third space' environment outside of either FYC or WAC/WID courses. [Robin L. Snead, 'Transfer-Ability': Issues of Transfer and FYC, WPA-CompPile Research Bibliographies, No. 18]
Fredericksen, Elaine. (1998). Minority students and the learning community experience: A cluster experiment. ERIC Document Reproduction Service, ED 423 533.
Keywords: University of Texas at El Paso, Hispanic, WAC, program, learning-community, collaborative, data, outcomes, self-confidence, experimentation
Freisinger, Diana; Jill Burkland. (1982). Talking about writing: The role of the writing lab. In Fulwiler, Toby; Art Young (Eds.), Language connections: Writing and reading across the curriculum; Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 218 667].
Fulwiler, Toby. (1981). A writing across the curriculum workshop [workshop synopsis]. http://comppile.org/archives/fforum/fforum2(3).htm [fulltext]. fforum: A Newsletter of the English Composition Board, University of Michigan 02.3, 113.
Fulwiler, Toby. (1989). Writing workshops and the mechanics of change. [fulltext]. Writing Program Administration 12.3, 20-Jul.
Keywords: WAC, faculty-workshop, faculty-growth
Fulwiler, Toby. (1992). Writing to reform the English major. ERIC Document Reproduction Service, ED 345 261.
Keywords: University of Vermont, WAC, program, objective, curriculum, interdisciplinary, FYC, validation, data, faculty-workshop, survey, teacher-opinion, English-major
Fulwiler, Toby; Michael E. Gorman; Margaret E. Gorman. (1986). Changing faculty attitudes toward writing. In Young, Art; Toby Fulwiler (Eds.), Writing across the disciplines: Research into practice; Portsmouth, NH: Boynton/Cook [ERIC Document Reproduction Service, ED 264 592].
Keywords: WAC, retraining, faculty-workshop, transformative, survey, sample, faculty-opinion, data
Fulwiler, Toby; Robert Jone. (1982). Assigning and evaluating transactional writing. In Fulwiler, Toby; Art Young (Eds.), Language connections: Writing and reading across the curriculum; Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 218 667].
Fulwiler, Toby; Robert Jones. (1979). Faculty workshops in writing. Freshman English News 08.2, 3-4, 13.
Describes writing workshops geared to solicit support from colleagues, department heads, and administrators. Lists topics addressed during the workshops. Evaluates the achievements and success of having such a forum for discussion. [Sue Hum]
Garrett, Toni. (1992). A collaborative learning project in a math survey class. In Mahony, Elizabeth M. (Ed.); Saint Louis Community College at Meramec [Missouri]; Building community from diversity: Connecting students to their learning environments. An anthology of classroom projects undertaken for the Kellogg Beacon Grant: Final report; ERIC Document Reproduction Service, ED 349 064.
Geller, Anne Ellen
. (2011). When in Rome. link to full text
. Frontiers: The Interdisciplinary Journal of Study Abroad 20 (Spring)
For this special issue on Study Abroad and the City, 'When in Rome' describes the development of St. John Universityâ€™s Summer Faculty Writing Institute at its Prati campus in Rome and explores how faculty participants' learning experiences abroad are enriched by the institutionâ€™s deep historical and religious connection to Rome as well as the modern city of Rome. 'When In Rome' also contends that creating a scholarly, reflective space for faculty to build a learning community far from their daily life on a campus in the United States is a powerful institutional investment in both faculty development and global education. The kind of faculty study abroad discussed in 'When in Rome' can lead to new collaborations within and across departments and the development of new courses with an international perspective. As well, having experienced study abroad themselves, faculty return to their home campuses with new perspectives on their disciplines as well as the value of international experiences in cities [author abstract]
Keywords: WAC, WID, faculty-workshop, teacher-as-writer, retreat, cross-disciplinary, abroad, contextual, St. John Universityâ€™s Summer Faculty Writing Institute, Prati, Rome
Geller, Anne Ellen. (2005). 'What's cool here?: Collaboratively learning genre in biology. In Herrington, Anne; Charles Moran (Eds.), Genre across the curriculum; Logan, UT: Utah State University Press.
Gimenez, Julio. (2008). Beyond the academic essay: Discipline-specific writing in nursing and midwifery. Journal of English for Academic Purposes 07.3, 151-164.
Although academic writing in higher education has been the focus of research efforts for more than two decades, the specific writing experiences, needs and difficulties of undergraduate nursing and midwifery students have remained largely under-researched. This article reports on a project that investigated the nature and dynamics of academic writing in pre-registration nursing and midwifery at a UK university. The project collected data from a survey completed by 135 students and two focus groups. The article examines the specific genres on these two programmes, the difficulties participating students face when writing them, and their views as to how they can be best supported to do these tasks. It concludes with an analysis of the implications that these issues have for teaching discipline-specific genres in nursing and midwifery and offers some suggestions to respond to such implications. [author abstract]
Goldblatt, Eli. (2007). Because we live here: Sponsoring literacy beyond the college curriculum. Cresskill, NJ: Hampton Press.
Using Saul Alinsky's community organizing methods and Dewey's progressive education models, the author shows how university writing programs can treat community writing needs as a central focus of their programmatic work. Chapters 1-4 focus on a set of connections between the Temple University writing program and local high schools, a community college, and community groups, analyzing the writing conflicts inherent in such issues as transfer, curriculum continuity, and funding. Chapters 5 and 6 analyze the movement of literacy problems and possibilities among the sites detailed in the first half of the book. The author proposes moving beyond WAC/WID to Writing Beyond the Curriculum (WBC), so that writing programs can see their institutions as 'one among many' writing actors in local settings, a frame which students, too, must develop in order to truly understand writing as a social act. [Rebecca Lorimer]. [Rebecca Lorimer & David Stock, Service Learning Initiatives: Implementation and Administration; WPA-CompPile Research Bibliographies, No. 13].
Keywords: service-learning, community literacy, Temple University, community-service, extracurricular, college-community, school-college, WAC, John Dewey, Sharon Crowley, New London Group, FYC, placement, basic, vocational, two-year, Saul Alinsky, activism, grant-writing, skill-transfer
Goldstein, Gary S.. (1993). Using a group workshop to encourage collaborative learning in an undergraduate counseling course. Teaching of Psychology 20.2, 108-110.
Griffin, C. Williams (Ed.). (1982). Teaching writing in all disciplines (New directions for teaching and learning, No. 12). San Francisco, CA: Jossey-Bass.
The development of Writing-across-the-Curriculum programs has been an effort to make writing an integral part of the learning process in all courses. This effort reinforced the shift in composition pedagogy from a product to a process orientation because the learning process and the writing process work together. Writing across the Curriculum has also promoted collaborative-learning techniques. Process pedagogy requires many drafts and much feedback, and small groups of students can provide each other with audience feedback that may be even more valuable than the teacher's responses. Writing-across-the-Curriculum programs are helping students find 'an authentic voice in the community of educated people. (Bedford Bibliography) [WAC Clearinghouse]
Keywords: WAC, process-product, collaborative, drafting, group
Griffin, Jo Ann. (2007). Making connections with writing centers. In Selfe, Cynthia L. (ed.), Multimodal composition: Resources for teachers; Cresskill, NJ: Hampton Press.
Grossman, Frances Jo; Brenda Smith; Cynthia Miller. (1993). Did you say 'write' in mathematics class?. Journal of Developmental Education 17.1, 2-4, 6, 35.
Keywords: mathematics-course, WAC, examination-success, contrast-group, data, current-traditional, problem-solving, Georgia State University
Hancock, Deborah Osen; Andrew Moss; Patricia Brandt; Sharon Owens (compliers). (1979). Reading and writing programs within the disciplines: A preliminary directory of models (revised edition). Fullerton, CA: University of California/California State University Workgroup on Reading and Writing Programs within the Disciplines.
Harries, Muriel. (1998). Using computers to expand the role of writing centers. In Reiss, Donna; Dickie Selfe; Art Young (Eds.), Electronic communication across the curriculum; Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 416 561].
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].
Hay, Iain; Edward J. Delaney. (1994). 'Who teaches, learns': Writing groups in geographical education. Journal of Geography in Higher Education 18.3, 317-334.
Keywords: geography-course, WAC, group, USA, Australia, criteria-sheet
Hayes, Christopher G.; Michele L. Simpson; Norman A. Stahl. (1994). The effects of extended writing on students' understanding of content-area concepts. Research and Teaching in Developmental Education 10.2, 13-34.
Henry, Jim; Tammy Haili'opua Baker. (2015). Writing to learn and learning to perform: Lessons from a writing intensive course in experimental theatre studio. link to full text. Across the Disciplines 12.4.
This case study conducted by a writing specialist and a theatre specialist examines the ways in which writing to learn and learning to write took form in a course in which the ultimate goal was a staged production for a live audience. Using naturalistic methodology that deployed both ethnographic and autoethnographic approaches to analyze the teaching and learning that transpired in Theatre 490: Experimental Theatre Studio, analysts reviewed the syllabus, assignments, production journal, responses to learning-to-write assignments, students' written final reflections, anonymous end-of-term course evaluations, a video of the final staged performance, and responses to a questionnaire completed by students nearly two years after the staged performance. Findings that incorporate video clips from the staged performance shed light on elements of teaching and learning that pass undetected when written artifacts alone are used to assess learning, including ways in which students learn from and about one another, learning through rehearsal and embodied performance, collaborative processes, framing research as an initial and collaborative venture, nurturing reflexive performances, learning to teach audiences, and engaging with invention as a social act. Implications are drawn for WAC/WID theory and for applications of Theatre 490 teaching approaches in courses outside of the performing arts.
Hess, George R.; C. Ashton Drew. (2004). Inquiry-guided learning through collaborative research in a graduate course. In Lee, Virginia S. (Ed.), Teaching and learning through inquiry: A guidebook for institutions and instructors; Sterling, VA: Stylus.
Himley, Margaret; with Kelly Le Fave; Allen Larson; Susan Yadlon; the Political Moments Study Group. (1997). Political moments in the classroom. Portsmouth, NH: Boynton/Cook Publishers: Heinemann.
This book reprises the conversations of a group of educators in the writing program at Syracuse University over the course of two years. Through edited transcripts, reflective essays, and commentary, a panorama of political events unfolds as the participants share stories about actual classroom experiences. We see teachers reflecting on their roles as facilitators, coaches, and audience. We see students presenting opinions that polarize a classroom. We see academic departments embroiled in controversy as the traditional canon is accepted, challenged, or enlarged upon. And we see educators from across the political spectrum questioning what to teach, how to teach--and why. Appropriate for educators in all disciplines, Political Moments in the Classroom will have special meaning for teachers of writing and composition--areas widely perceived as 'content-free' since their substance derives from individual writers' choice of topic. Teachers in these areas most sharply face the dilemma of maintaining the classroom as a safe arena for free expression--even as they use the subjective criteria of language and rhetoric to manage it. [publisher's blurb]
Hirsch, Linda. (1989). Are principles of writing across the curriculum applicable to ESL students in content courses? Research findings. ERIC Document Reproduction Service, ED 319 264.
Keywords: WAC, gain, data, contrast-group, two-year, Hostos Community College (SUNY), ESL, focus group, tutoring, contrast-group, grades, gain, data, persistence, drop-out, persistence, ancillary, principle
Hocks, Mary. (1994). The writing across the curriculum electronic discussion list (WAC-L). Composition Chronicle Newsletter 07.3, 10-11.
Keywords: listserv, WAC-L, WAC, discussion group
Hocks, Mary E.; Daniele Bascelli. (1998). Building a writing-intensive multimedia curriculum. In Reiss, Donna; Dickie Selfe; Art Young (Eds.), Electronic communication across the curriculum; Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 416 561].
Holiday-Goodman, Monica; Buford T. Lively; Joan A. Mullin; Ruth Nemire. (1994). Development of a teaching module on written and verbal communication skills. American Journal of Pharmaceutical Education 58.3, 257-262.
Hunt, Russell A.; James A. Reither. (1994). A workshop: Knowledge in the making in writing, English, and other content courses. In Schryer, Catherine F.; Laurence Steven (Eds.), Contextual literacy: Writing across the curriculum; Winnipeg, Manitoba, Canada: Inkshed Publications.
Huot, Brian. (1997). Beyond accountability: Reading with faculty as partners across the disciplines. In Yancey, Kathleen Blake; Brian Huot (Eds.), Assessing writing across the curriculum: Diverse approaches and practices; Greenwich, CT:Ablex [ERIC Document Reproduction Service, ED 445 351].
Inman, James A.. (2001). At first site: Lessons from Furman University's Center for Collaborative Learning and Communication. [Link]. Academic.Writing 2.
In this article, I describe the design process associated with one site of engaged learning specifically charged with promoting writing, communication, and technology excellence across the curriculum: Furman University's Center for Collaborative Learning and Communication (CCLC), which I have steered the past two years. My approach in this article, however, is not a here’s-what-we-did narrative alone; such approaches have been rightly problematized as not offering extra-contextual knowledge of note. Instead, I read the experiences colleagues and I have shared at Furman as a way of identifying and offering to readers a series of key lessons that I believe will be useful for all readers, whether they have the opportunity to design their own interdisciplinary sites of engaged learning associated with WAC, CAC, and other programs or instead to continue to work in and on existing sites. [WAC Clearinghouse]
Jacobson, Trudi E.; Thomas P. Mackey. (2007). Information literacy collaborations that work (Information Literacy Sourcebooks). New York: Neal-Schuman Publishers.
Keywords: collaborative, information literacy, WAC, higher education, web 2.0, digital
Johnson, Donovan. (1990). Hermeneutics for freshman: The Irvine Humanities. History Teacher 24.1, 79-91.
Keywords: WAC, University of California, Irvine, humanities-course, contextual, syllabus, readings, reading-log, dialectical, faculty-workshop, hermeneutics, first-year
Johnson, Ellen. (1997). Cultural norms affect oral communication in the classroom. In Sigsbee, David L.; Bruce W. Speck (Eds.), Approaches to teaching non-native English speakers across the curriculum (New directions for teaching and learning, Vol.70); San Francisco, CA: Jossey-Bass.
Jolliffe, David A.. (2001). Writing across the curriculum and service learning: Kairos, genre, and collaboration. In McLeod, Susan H.; Eric Miraglia; Margot Soven; Christopher Thaiss (Eds.), WAC for the new millennium: Strategies for continuing writing-across-the-curriculum programs; Urbana, IL: National Council of Teachers of English.
Kiedaisch, Jean; Sue Dinitz. (1995). Using collaborative groups to teach critical thinking. In Stay, Byron L.; Christina Murphy; Eric Hobson (Eds.), Writing center perspectives; Emmitsburg, MD: National Writing Centers Association Press.
Klebanoff, Aaron. (1997). A memorable drive through calculus. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies 07.4, 289-296.
Keywords: mathematics-course, WAC, report-writing, experiential, collaboration, data-collection, car trip
Klein, Ilona. (1990). Teaching in a liberal arts college: How foreign language courses contribute to 'writing across the curriculum' programs. Modern Language Journal 74.1, 28-35.
Keywords: school-college, articulation, teacher-dialogue, collaboration, L2-course, L2-English, WAC, liberal arts college
Kleinsasser, Audrey M.; N. Collins; J. Nelson. (1994). Writing in the disciplines: Teacher as gatekeeper and as border crosser. Journal of General Education 43.2, 117-133.
Keywords: WAC, follow-up, faculty-workshop, University of Wyoming, discipline-metaphor, teacher-perception, gate-keeping, border-crossing, gatekeeping
Koncel, Mary A.; Debra Carney. (1992). When worlds collide: Negotiating between academic and professional discourse in a graduate social work program. ERIC Document Reproduction Service, ED 349 573.
Keywords: social-work, program-validation, Smith College, graduate, WAC, masters, thesis-writing, alumn, questionnaire, student-opinion, teacher-opinion, intensive, workshopping, conferencing, data, negotiation, professional-discourse, social
Krajnik Crawford, MaryAnn; Kathleen Geissler; M. Rini Hughes; Jeffrey Miller. (1998). Electronic conferencing in an interdisciplinary humanities course. In Reiss, Donna; Dickie Selfe; Art Young (Eds.), Electronic communication across the curriculum; Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 416 561].
Kuriloff, Pesche C.. (1991). Reaffirming the writing conference: A tool for writing teachers across the curriculum. Journal of Teaching Writing 10.1, 45-57.
Keywords: conferencing, WAC
Kuriloff, Peshe C.. (1992). The writing consultant: Collaboration and team teaching. In McLeod, Susan H.; Margot Soven (Eds.), Writing across the curriculum: A guide to developing programs; Newbury Park, CA: Sage [ERIC Document Reproduction Service, ED 350 622].
Leach, Judith. (1992). Connecting students' experiences to course content through collaborative learning. In Mahony, Elizabeth M. (Ed.); Saint Louis Community College at Meramec [Missouri]; Building community from diversity: Connecting students to their learning environments. An anthology of classroom projects undertaken for the Kellogg Beacon Grant: Final report; ERIC Document Reproduction Service, ED 349 064.
LeGere, Adele. (1991). Collaboration and writing in the mathematics classroom. The Mathematics Teacher 84 (March), 166-171.
Keywords: WAC, mathematics-course, collaboration
Leki, Ilona. (2001). 'A narrow thinking system': Nonnative-English-speaking students in group projects across the curriculum. TESOL Quarterly 35.1, 39-67.
This important study focuses on how L2 students fare during group projects when in groups with L1 students. Drawing on data from a 5-year study of 6 L2 students, Leki examines the experiences of these students participating in group work across 54 courses, with 17 of these group work experiences resulting in evaluated projects. The case study students all reported having positive experiences with group work as students in their home countries, but negative experiences in the US university, due largely to their L1 peers’ lack of confidence in L2 students’ ability to make meaningful contributions to group work. Leki shares field notes on group dynamics (including transcript excepts of group conversations), interview material from the L2 case study participants, and an analysis on why these groups did not have the learning outcomes hoped for by the faculty, drawing on theories of power and language. The article ends with a call for ESL specialists to educate faculty across the curriculum on power, language, and culture, with the goal of working to create more equitable learning environments for L2 students across the curriculum. [Michelle Cox, WAC/WID and Second Language Writers (Part 3: Studies that Look at L2 Writer across Disciplines), WPA-CompPile Research Bibliographies, No. 8]
Magnotto, Joyce. (1991). Faculty writing groups a useful addition to WAC programs. Composition Chronicle Newsletter 04.4, 7-8.
Keywords: support-group, faculty, WAC
Maimon, Elaine P.. (1983). Graduate education and cooperative scholarship. In Bouton, Clark; Russell Y. Garth (Eds.), Learning in groups (New directions for teaching and learning, No. 14); San Francisco, CA: Jossey-Bass.
Keywords: individualismic, humanities, professional publishing, social, group, graduate, University of Pennsylvania, collaboration, Yale University, WAC
Maimon, Elaine P.. (1986). Collaborative learning and writing across the curriculum. [fulltext]. Writing Program Administration 09.3, 16-Sep.
Keywords: WAC, collaboration
Mallonee, Barbara C.; John R. Breihan. (1984). Writing across the curriculum, phase two: Beyond the workshop 'Empirical Rhetoric' at Loyola. ERIC Document Reproduction Service, ED 248 515.
Margot, Soven. (2001). Curriculum-based peer tutors and WAC. In McLeod, Susan H.; Eric Miraglia; Margot Soven; Christopher Thaiss (Eds.), WAC for the new millennium: Strategies for continuing writing-across-the-curriculum programs; Urbana, IL: National Council of Teachers of English.
Chapter includes samples of LaSalle's "Program Fact Sheet," forms for faculty nominations, fellow-faculty agreement, letter to potential writing fellows, and program evaluation reports. [WAC Clearinghouse]
McCleary, Bill. (1997). Changes in accounting education include increased use of writing tasks. ERIC Document Reproduction Service, ED 404 656.
Keywords: University of Illinois, accounting department, program, WAC, collaborative, write-to-learn, case-method, Project Discovery, Rama Ramamurthy, teaching-assistant
McCleary, William J.. (1990). Kenneth Eble on writing in college: Ahead of his time. In Jussawalla, Feroza (Ed.), Excellent teaching in a changing academy: Essays in honor of Kenneth Eble (New Directions for teaching and learning No. 44); San Francisco, CA: Jossey-Bass.
McGee, Diane; Christine Starnes; John Abbott College [Sainte Anne de Bellevue, Quebec]. (1988). Evaluation as empowerment: Holistic evaluation across the curriculum. ERIC Document Reproduction Service, ED 319 425.
Keywords: John Abbott College [Montreal], Canada, assessment, holistic, WAC, write-to-learn, faculty-opinion, student-opinion, grading, contrast-group, data, sample rating rubric
McGovern, Thomas V.; Deborah L. Hogshead. (1990). Learning about writing, thinking about teaching. Teaching of Psychology 17.1, 5-10.
Keywords: WAC, retraining, faculty-workshop, Virginia Commonwealth University, psychology-course, teacher-evaluation, bibliography
McLeod, Susan H.. (1984). Writing across the curriculum: Final report. San Diego, CA: San Diego State University.
Keywords: WAC, grant (1982-1984), faculty-workshop, San Diego State University, materials, data
McLeod, Susan H.; Laura Emery. (1988). When faculty write: A workshop for colleagues. College Composition and Communication 39.1, 65-67.
Michalak, Stanley J., Jr.. (1989). Writing more, learning less?. College Teaching 37.2, 43-45.
Keywords: WAC, political-science-course, volume-of-writing, contrast-group, grades, correlation, data
Miller, Robert S.. (1989). Collaborative writing in social psychology: An experiment. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 01, 95-103.
Moore, Randy. (1993). Does writing about science improve learning about science. Journal of College Science Teaching 22.4, 212-217.
Keywords: WAC, write-to-learn, science-course, pedagogy, student-attitude, contrast-group, gain, data
Morris, Barbra S. (Ed.); Detroit Public Schools; University of Michigan. (1991). Writing to learn in disciplines: Detroit teachers combine research and practice in their classrooms (a Detroit Public Schools/University of Michigan collaborative publilcation). ERIC Document Reproduction Service, ED 333 420.
Keywords: school, interdisciplinary, WAC, Detroit, University of Michigan, classroom-research, teacher-researcher, collaborative
Morse, Donald E.. (1985). 'Still feeling our way in the dark': Key issues in faculty development'. ADE Bulletin, no. 82, 40-42.
Keywords: retraining, WAC, faculty-workshop
Moss, Andrew Ian. (1976). Toward a rhetoric of inquiry: A study of the theory, application, and evaluation of the interdisciplinary writing course. ERIC Document Reproduction Service, ED 130 285.
Keywords: University of California, Los Angeles, interdisciplinary, ancillary, WAC, write-to-learn, inquiry, pedagogy, evaluation, validation, data, contrast-group, pedagogy, current-traditional, inquiry, applied
Mullin, Joan A.; Pamela B. Childers. (1995). The natural connection: The WAC program and the high school writing center. The Clearing House 69.1, 24-26.
Mullin, Joan; Susan Schorn. (2007). Enlivening WAC programs old and new. [fulltext]. WAC Journal 18, 5-18.
Keywords: WAC, program, change, University of Texas at Austin, course-design, online, web-based, teacher-growth, faculty-retreat, faculty-workshop, teaching fellow, assignment, survey, alumn-opinion, data, sample
Mullin, Joan; Susan Schorn; Tim Turner; RachelHertz; Derek Davidson; Amanda Baca. (2008). Challenging our practices, supporting our theories: Writing mentors as change agents across discourse communities. [fulltext]. Across the Disciplines 05.
Keywords: teaching fellow, WAC, University of Texas at Austin, peer-mentor, peer-tutor, student-motive, wcenter, data, student-growth, faculty-growth, mentor
Murphy, Carolyn Colvin; Duane F. Shell. (1989). Reading and writing beliefs for ethnic students: Relationship of self-efficacy beliefs, causal attribution, and outcome expectancy to reading and writing performance for ethnically diverse college freshmen. ERIC Document Reproduction Service, ED 347 497.
O'Neill, Peter. (2008). Using peer writing fellows in British universities: Complexities and possibilities. [fulltext]. Across the Disciplines 05.
This article examines the potential role of peer tutors and writing fellows in higher education in the United Kingdom. It argues that scepticism surrounding the use of peer tutors in writing is unfounded. In fact, the disciplinary nature of UK Higher Education suggests that undergraduate peer tutors and writing fellows may have an important role in helping other students to develop academic literacies and in promoting Writing-in-the-Disciplines initiatives among academic staff. It looks at recent initiatives in this area at London Metropolitan University
Keywords: teaching fellow, Britain, peer-tutor, United Kingdom, academic, literacy, WAC, WID, London Metropolitan University
Odell, Lee. (1983). How English teachers can help their colleagues teach writing. In Stock, Patricia L. (Ed.), Fforum: Essays on theory and practice in the teaching of writing; Upper Mountclair, NJ: Boynton/Cook.
Parkinson McCarthy, Lucille; Barbara E. Walvoord. (1988). Models for collaborative research in writing across the curriculum. In McLeod, Susan H. (Ed.), Strengthening programs for writing across the curriculum; San Francisco, CA: Jossey-Bass.
Keywords: WAC, collaboration, research
Patchan, Melissa M.; Davida Charney; Christian D. Schunn. (2009). A validation study of students' end comments: Comparing comments by students, a writing instructor, and a content instructor. [Link]. Journal of Writing Research 01.2, 124-152.
In order to include more writing assignments in large classrooms, some instructors have been utilizing peer review. However, many instructors are hesitant to use peer review because they are uncertain of whether students are capable of providing reliable and valid ratings and comments. Previous research has shown that students are in fact capable of rating their peers papers reliably and with the same accuracy as instructors. On the other hand, relatively little research has focused on the quality of students' comments. This study is a first in-depth analysis of students' comments in comparison with a writing instructor's and a content instructor's comments. Over 1400 comment segments, which were provided by undergraduates, a writing instructor, and a content instructor, were coded for the presence of 29 different feedback features. Overall, our results support the use of peer review: students' comments seem to be fairly similar to instructors' comments. Based on the main differences between students and the two types of instructors, we draw implications for training students and instructors on providing feedback. Specifically, students should be trained to focus on content issues, while content instructors should be encouraged to provide more solutions and explanations. [journal abstract]
Patton, Martha D.; Jo Ann Vogt. (2007). The center will not hold: Redefining professionalism in the academy. In Dew, Debra Frank; Alice S. Horning (Eds.), Untenured faculty as Writing Program Administrators: Institutional practices and politics; West Lafayetter, IN: Parlor Press.
Keywords: WPA, professionalism, junior faculty, anecdote, tenure, jWPA, exploitation, reformist jWPA-values, case study, Mary Licklider, University of Missouri, Jo Ann Vogt, Marty Patton, social responsibility, collaboration, WAC, English, Rhetoric and Composition, Campus Writing Program, part-time, untenured, WPA, institutional, political, English-profession
Pavlik, Robert A.. (1978). Improving reading and writing in the content fields: High schools and colleges can cooperate. Journal of Reading 21.7, 590-592.
Keywords: University of Northern Colorado, articulation, school-college, faculty-workshop, WAC
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.
Peters, Sandra; Deborah Saxon. (1997). Simulation and collaborative learning in political science and sociology classrooms. In Orr, Thomas (Ed.); Aizu University [Aizuwakamatsu, Japan], Center for Language Research; Proceedings 1997: The Japan Conference on English for Specific Purposes proceedings (Aizuwakamatsu City, Fukushima, November 8, 1997); ERIC Document Reproduction Service, ED 424 774.
Peters, Sandra; Deborah Saxon. (1998). Simulation and collaborative learning in political science and sociology classrooms. In Orr, Thomas (Ed.), The Japan Conference on English for Specific Purposes proceedings (Aizuwakamatsu City, Fukushima, November 8, 1997); Aizu University [Japan], Center for Language Research, ERIC Document Reproduction Service, ED 424 774.
Portillo, Margaret; Gail Summerskill Cummins. (1998). Creativity, collaboration, and computers. In Reiss, Donna; Dickie Selfe; Art Young (Eds.), Electronic communication across the curriculum; Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 416 561].
Keywords: computer, WAC, University of Kentucky, faculty-workshop, creativity, email, teacher-cooperation
Price, Margaret; Anne Bradford Warner. (2006). What you see is (not) what you get: Collaborative composing in visual space. [Link]
. Across the Disciplines 03.
Reiff, John D.. (1981). Writing in the disciplines at the University of Michigan. http://comppile.org/archives/fforum/fforum2(2).htm [fulltext]. fforum: A Newsletter of the English Composition Board, University of Michigan 02.2, 75-77, 91-92.
Keywords: WAC, program, University of Michigan, requirement, content-course, upper-division, syllabus, workshop, pre-writing, term-paper, drafting, revising,
Reinbold, R.. (1977). Teach technical writing? How? A re-tooling model for beginning technical writing teachers. ERIC Document Reproduction Service, ED 151 824.
Reiss, Donna. (1996). From WAC to CCCAC: Writing across the curriculum becomes communication, collaboration, and critical thinking (and computers) across the curriculum at Tidewater Community College. ERIC Document Reproduction Service, ED 412 553.
Keywords: Tidewater Community College [Virginia], two-year, WAC, faculty-workshop, program-validation, critical-thinking, interdisciplinary
Remley, Dirk. (2009). Intersectional computer-supported collaboration in business writing: Learning through challenged performance. [fulltext]. Across the Disciplines 06.
Explains how to incorporate writing into drama classes. The author examines writing in her field, observing that drama students improvise, and learn by doing. Thus, teachers need to teach revision and structure. At the same time, writing should be practical: journals about students' own acting, group scene writing, and research papers that culminate in performances. Also explains how to work in peer response. [WAC Clearinghouse]
Ross, Jeff; Dixon Faucette; Central Arizona College [Gilbert, AZ], Superstition Mountain Campus. (1994). College algebra and writing: A pilot project, spring semester 1994. Final report for the Title III Literacy Across the Curriculum team. ERIC Document Reproduction Service, ED 387 166.
Keywords: WAC, write-to-learn, Central Arizona College, mathematics-course, algebra, contrast-group, data, examination-performance, student-opinion, pilot program, final-report, teamwork
Rubin, Donald; Dawn Bruton; William Dodd; Frederick Johnson; Bennett Rafoth; Lauri Emel; Rosemarie Goodrum; University of Georgia. (1985). Project Synapse: Sparking connection between speech and writing. Instructor's handbook. ERIC Document Reproduction Service, ED 267 455.
Rubin, Lois. (1988). Professors write to learn about write-to-learn. College Teaching 36.3, 94-97.
Keywords: faculty-workshop, WAC, write-to-learn, Pennsylvania State University
Sanford, James. (1981). Faculty writing groups. [fulltext]. Writing: Newsletter of the George Mason University Faculty Writing Program 01.2, 02-Jan.
Keywords: WAC, writer-workshop, faculty
Sanford, James. (1983). Multiple drafts of experimental laboratory reports. In Thaiss, Christopher (Ed.), Writing to learn: Essays and reflections on writing across the curriculum; Dubuque, IA: Kendall/Hunt.
Schick, Kurt; Lincoln Gray; Cindy Hunter; Nancy Poe; Karen Santos. (2011). Writing in action: Scholarly writing groups as faculty development. full text. Journal on Centers for Teaching and Learning 03, 43-63.
The authors trace the five-year development and implementation of scholarly writing groups at a public, teaching-oriented university. Using modest resources, writing groups thrive because they efficiently serve all stakeholders: faculty members get much needed support for their scholarly writing; facilitators (writing center professionals) learn about writing across disciplines; and the university benefits from an enhanced academic culture. Another outcome is helping faculty identify with student experiences and, as a result, improving teaching and writing across the curriculum.
Keywords: engineering-course, WAC, journal-writing, problem-solving, expressivism, assessment, record-keeping, contrast-group, write-to-learn, gain, data
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
Shapiro, Ann. (1991). WAC and engineering, or why engineers can't write. ERIC Document Reproduction Service, ED 332 199.
Keywords: SUNY Farmingdale, WAC, engineering, faculty-workshop, report-writing, laboratory-report, genre, criteria, interdisciplinary, conflict, program history
Shea, Renee Hausmann. (1987). The influence of writing prompt on process and product: An exploratory study using the LSAT writing sample [doctoral thesis]. Philadelphia, PA: University of Pennsylvania.
Simon, Barbara Levy; Margot Soven. (1984). Writing in the social work curriculum: Whose responsibility?. ERIC Document Reproduction Service, ED 247 603.
Keywords: WAC, social-studies, social-work-course, La Salle University, teacher-cooperation, faculty-workshop, teacher-opinion, student-opinion, case-study, data, social
Singer, Daniel; Barbara F. Walvoord. (1984). Process-oriented writing instruction in a case-method class. In Pearce A. J.; R. B. Robinson, Jr. (Eds.), Proceedings of the Academy of Management; Boston, MA: Academy of Management.
Keywords: management-course, business-course, WAC, contrast-group, revising, gain, data, drafting, write-to-learn
Singer, Marti; Robin Breault; Jennifer Wing. (2005). Contextualizing issues of power and promise: Classroom-based tutoring in writing across the curriculum. In Spigelman, Candace; Laurie Grobman (Eds.), On location: Theory and practice in classroom-based writing tutoring; Logan, UT: Utah State University Press.
Smith, Maggy. (1991). Reconsidering the effects of context on writing: Some social implications for writing. ERIC Document Reproduction Service, ED 343 120.
Keywords: management-course, WAC, student-opinion, interview, data, interaction-analysis, Robert Bales, data, group, writer-based, audience-awareness, gain, implication, social
Smithson, Isaiah. (1986). Introduction: Writing as a subversive activity [to special issue on writing across the curriculum]. ERIC Document Reproduction Service, ED 277 004. Illinois English Bulletin 74.1, 3-6.
Sove, Margot. (1994). The advanced writing across the curriculum workshop: The perils of reintroducing rhetoric. Journal of Teaching Writing 12.2, 277-286.
Keywords: advanced, workshop, WAC, rhetoric
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. (1988). Beyond the first workshop: What else can you do to help faculty?. In McLeod, Susan H. (Ed.), Strengthening programs for writing across the curriculum; San Francisco, CA: Jossey-Bass.
Keywords: WAC, faculty-workshop
Soven, Margot. (1991). Writing Fellows Program: Peer tutors in the WAC class. Composition Chronicle Newsletter 04.8, 9-10.
Templeton, Jeff. (1978). From the student perspective: Writing instruction in economics classes. http://comppile.org/archives/WLA/WLA12.pdf [full text]. Writing as a Liberating Activity Newsletter, No. 12, 3-4.
Keywords: student-opinion, WAC, economics-course, group, peer-evaluation, term-paper, revising, school
Thaiss, Chris. (1997). Reliving the history of WAC--every day. ERIC Document Reproduction Service, ED 403 597.
Keywords: WAC, history, George Mason University, faculty-workshop, change
Thaiss, Christopher J.. (1989). An introduction to the National Network of Writing Across the Curriculum Programs. Composition Chronicle Newsletter 02.2, 9-10.
Keywords: WAC, professional-group, NNWACP
Thompson, Mark. (1989). The effect of a writing across the curriculum program on students in an American history class: Report on an empirical study. ERIC Document Reproduction Service, ED 310 399.
Keywords: WAC, interdisciplinary, history-course, essay-exam, University of Oklahoma, student-attitude, contrast-group, quality, data, t-test, grades, gain, empirical
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
Tobia, Susan; Joseph Howard. (1990). How to strengthen a faculty development program: Before, during, and after. ERIC Document Reproduction Service, ED 322 488.
Keywords: two-year, Community College of Philadelphia, WAC, faculty-workshop, summer, syllabus
Tobin, Lad; Saint Anselm's College. (1991). Using computers for collaborative writing: An interdisciplinary project (1001). ERIC Document Reproduction Service, ED 414 880.
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.
Varner, I. I.. (1988). Writing in groups. Journal of Education for Business 63.6, 274-276.
Keywords: WAC, bizcom, group
Vazquez, John D.. (1992). Implementation of integrated skills reinforcement teaching and learning strategies in the social sciences, behavioral sciences and Puerto Rican and Latin-American studies courses. ERIC Document Reproduction Service, ED 343 165.
Keywords: data, gain, WAC, Skills Reinforcement, La Guardia Community College, two-year, student-centered, ESL, native-nonnative, sociology-course, oral-presentation, collaborative, narrative-log, vocabulary, academic, social-science, behavioral, implementation, integrated, learner-strategy, Puerto Rico, Latin America, social
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
Wachholz, Patricia B.; Carol Plata Etheridge. (1996). Writing self-efficacy beliefs of high- and low-apprehensive writers. Journal of Developmental Education 19.3, 16-18, 20, 22, 24.
Wake, Barbara. (2010). Preparing students to write: A case study of the role played by student questions in their quest to understand how to write an assignment in economics. In Bazerman, Charles; et al. (Eds.), Traditions of writing research; London: Routledge.
Walpole, Jane R.. (1981). Content writing. Teaching English in the Two-Year College 07.2, 103-105.
Examines the discrepancy between writing ability in composition classes and poor writing in other classes and suggests exercises that will better prepare composition students for the writing that will be required of them in other courses and in their careers. [ERIC]
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
Weiss, R. H.; S. A. Walters. (1980). Writing apprehension: Implications for teaching, writing, and concept clarity. ERIC Document Reproduction Service, ED 189 619.
Weiss, Robert H.. (1979). The humanity of writing: The NEH cross-disciplinary writing program at West Chester State College. ERIC Document Reproduction Service, ED 177 592.
Keywords: WAC, program, implementation, consultancy, faculty-workshop, data, humanity, National Endowment for the Humanities
Weiss, Robert H.; S. A. Walters. (1979). Research on writing and learning: Some effects of learning-centered writing in five subject areas. ERIC Document Reproduction Service, ED 191 073.
Keywords: pre-post, WAC, history-course, psychology-course, science-course, statistics-course, graduate, undergraduate, contrast-group, write-to-learn, wcenter, gain, data
Wess, Robert C.. (1986). Waves across WAC: Workshop suggestions. Writing Across the Curriculum [Southern Technical Institute] 04.1, 11-12.
Keywords: WAC, faculty-workshop, guidelines
Wheeler, Mary Ann. (1987). Using reading logs and discussions groups to improve understanding of literature. In Sullivan, Patricia R. (Ed.), Teachers research ; San Diego, CA: San Diego Area Writing Project.
Keywords: teacher-research, WAC, literature-course, reading-log, discussion group, contrast-group, data
Wills, Howard. (1992). Writing across the curriculum: Leader's manual. Bloomington, IN: EDINFO Press: ERIC Clearinghouse for Reading and Communication Skills, Indiana Univ..
Young, Art. (1986). Rebuilding community in the English Department. In Young, Art; Toby Fulwiler (Eds.), Writing across the disciplines: Research into practice; Portsmouth, NH: Boynton/Cook [ERIC Document Reproduction Service, ED 264 592].
Young, Beth Rapp; Barbara A. Fritzsche. (2002). Writing center users procrastinate less: The relationship between individual differences in procrastination, peer feedback, and student writing process. link to full text. Writing Center Journal 23.1, 45-58.
The authors conducted a study to 'examine the relationships between procrastination tendency, peer feedback, and student writing success' and 'to determine whether a writing center helps writers avoid procrastinating' (46). The study had 206 traditional student participants from writing intensive classes requiring'at least 6,000 words of assessed writing' ) and from all undergraduate class standings. To gather data, they administered the Procrastination Assessment Scale--Students (PASS), a self-report measure of six academic activities; the Writing Behaviors Assessment, which the researchers designed for this particular study; and the State-Trait Anxiety Inventory, which assesses current anxiety and tendency toward anxiety. After the semester, they also gathered participants' paper grades, courses grades, and overall GPA (48). The researchers found that 'writing center use was associated with higher satisfaction and fewer procrastination behaviors' (50). The researchers also discovered that students who were required to visit 'were significantly more likely to report delay behavior' (52). Yet for some students the 'requirement [might add] the necessary motivation for procrastinators to drag themselves into the writing center' (54). The authors recommend that bureaucratic paperwork should be reduced in order to increase visits of procrastinating students. [Eliot F. Rendleman, Writing Centers and Mandatory Visits, WPA-CompPile Research Bibliographies, No. 22]
Young, Carolyn; Judith Powers. (1995). Helping faculty work with international writers across the disciplines. ERIC Document Reproduction Service, ED 393 314.
Keywords: WAC, ESL, faculty-workshop, retraining
Youra, Steven. (2002). Spreading the words: Collaborative writing in 'Killer Lab'. In Anson, Christopher M. (Ed.), The WAC casebook: Scenes for faculty reflection and program development; New York: Oxford University Press.