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.

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Responding to Student Writing

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,
Andrews, Roy; Robert Miller. (1993). Robert and Roy's excellent adventure. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 04, 109-128.
Keywords: WAC, psychology-course, faculty-workshop, response, wcenter, tutor-conferencing
Anson, Chris M.. (1997). In our own voices: Using recorded commentary to respond to writing. In Sorcinelli, Mary Deane; Peter Elbow (Eds.), Writing to learn:Strategies for assigning and responding to writing across the disciplines (New directions for teaching and learning, No. 69); San Francisco, CA: Jossey-Bass.
Keywords: write-to-learn, WAC, response, audiotape, transcript-analysis, guidelines, dialogic, audioresponse
Anson, Chris M.. (2002). The Jonas incident. In Anson, Christopher M. (Ed.), The WAC casebook: Scenes for faculty reflection and program development; New York: Oxford University Press.
Keywords: teacher-training, WAC, scenario, response, grading
Anson, Chris M.. (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
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
Bahls, Patrick. (2012). Student writing in the quantitative disciplines: A guide for college faculty. San Francisco, CA: Jossey-Bass.
Keywords: WAC, WID, write-to-learn, hard science, quantitative, mathematics-course, guidelines, evaluation, response, student-writing
Beason, Larry. (1993). Feedback and revision in writing across the curriculum classes. Research in the Teaching of English 27.4, 395-422.
Keywords: response, drafting, commenting, revising, coding, measurement, research-method, feedback, WAC, criteria, text-analysis, business-law-course, journalism, dental hygiene, psychology-course, praise, data, frequency, arrangement, focusing, MX, diction, error
Beers, Susan E.. (1985). Use of a portfolio writing assignment in a course on developmental psychology. Teaching of Psychology 12.2, 94-96.
Keywords: WAC, psychology-course, topic choice, interviewing, readings, student-response, data, student-opinion, portfolio, write-to-learn
Bloom, Lynn Z.. (1997). Why I (used to) hate to give grades. College Composition and Communication 48.3, 360-371.
Keywords: assessment, cultural, bias, grader-bias, commenting, revising, grading, power, response, self-evaluations, WAC, cartoon
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
Bosley, Deborah S.; JoEllen Jacobs. (1992). Collaborative writing: A philosopher's guide. Teaching Philosophy 15.1, 17-32.
Keywords: WAC, philosophy-course, collaborative, syllabus, improvement, critical-thinking, group-size (3), student responsibility, grading, peer-grading, audiotape, philosophy
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
Brillhart, L. V.; M. B. Debs. (1981). Teaching writing--a scientist's responsibility. Journal of College Science Teaching 10.5, 303-304.
Keywords: WAC, science-course, laboratory-report, editing, response, pedagogy, scientist
Brown, Roland A.. (1984). Technical writing: The engineering educators' responsibility. CEA Forum 10.2, 1-7.
Keywords: WAC, engineering, teacher responsibility
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
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
Carlisle, Marcia. (1995). Talking history. OAH Magazine of History 09.2, 57-59.
Keywords: history-course, reader-response, motivation, discussion, high-school, email, internet, WAC
Chamberlain, Lori. (1982). Gadamer, hermeneutics, and composition. ERIC Document Reproduction Service, ED 232 140.
Keywords: reader-response, stylistics, David Bleich, Gadamer, hermeneutics, historical, interpretive-community, WAC, disciplinary, convention
Clark, Beverly Lyon. (1984). Responding to students: Ughs, AWKs, and ahas. Improving College and University Teaching 32.4, 169-172.
Keywords: response, WAC, write-to-learn
Clark, 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
Collins, Terence. (1977). Necessity, invention, and other mothers--going interdepartmental. ERIC Document Reproduction Service, ED 149 354.
Keywords: WAC, genesis, necessity, responsibility, bibliography, annotated, contextual, interdepartmental, interdisciplinary
Condon, William. (2002). The finger on the pulse: Who teachers writing?. In Anson, Christopher M. (Ed.), The WAC casebook: Scenes for faculty reflection and program development; New York: Oxford University Press.
Keywords: teacher-training, WAC, scenario, response
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
Cooper, Marilyn M.. (1994). Dialogic learning across disciplines. http://www.jacweb.org/archives.htm [full text]. JAC: Journal of Advanced Composition 14.2, 531-546.
Keywords: WAC, dialogic, interdisciplinary, Bakhtin, response
Coppenger, Mark. (1979). Written dialogue: An alternative to the term paper. Teaching Philosophy 03, 197-202.
Keywords: WAC, philosophy-course, term-paper, teacher-student dialogue, response
Crowe, Douglas; Janet Youga. (1986). Using writing as a tool for learning economics. Journal of Economic Education 17.3, 218-222.
Keywords: WAC, economics-course, write-to-learn, pedagogy, response
Dannels, Deanna P.. (2002). It's all academic. In Anson, Christopher M. (Ed.), The WAC casebook: Scenes for faculty reflection and program development; New York: Oxford University Press.
Keywords: teacher-training, WAC, scenario, response
Davis, Barbara Gross (Ed.). (1986). Teaching of evaluation across the disciplines. San Francisco: Jossey-Bass.
Keywords: evaluation, WAC, response, guidelines
Davis, Barbara; Linda Luvaas-Briggs; Sacramento City College. (1983). 'It's not my job'--basic skill development in a sociology course, a shared solution. ERIC Document Reproduction Service, ED 231 496.
Keywords: WAC, sociology-course, basic-skills, teacher-cooperation, shared responsibility
Dohrer, Gary. (1991). Do teachers' comments on students' papers help?. College Teaching 39.2, 48-54.
Keywords: WAC, response, commenting, survey, University of Texas at Austin, guidelines, situational, needs-analysis, student-perception, editing, revising, grading, motivation, minimal marking, data, editing, think-aloud, interview, data
Dossin, Mary Mortimore. (1997). Writing across the curriculum: Lessons from a writing teacher. College Teaching 45.1, 14-15.
Keywords: criteria, drafting, grading, commenting, response, errors, WAC, volume-of-writing
Dossin, Mary Mortimore. (1997). Writing across the curriculum: Lessons from a writing teacher. College Teaching 45.1, 14-15.
Keywords: WAC, teacher-story, error, correction, objective, standards, evaluation, criteria, positive response, wcenter, assignment, teacher-as-writer
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
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
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
Falke, Anne. (1982). What every educator should know about reading research. In Fulwiler, Toby; Art Young (Eds.), Language connections: Writing and reading across the curriculum; Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 218 667].
Keywords: WAC, reading research, review-of-scholarship, cognitive, reader-response, critique, testing, speed-reading, cloze
Fistek, Michelle Anne. (1994). Confessions of a 'bumpy writer'. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 05, 23-28.
Keywords: WAC, teacher-as-learner, teacher-story, response, commenting, peer-evaluation, Elaine Maimon
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
Freisinger, Diana; Jill Burkland. (1982). Talking about writing: The role of the writing lab. In Fulwiler, Toby; Art Young (Eds.), Language connections: Writing and reading across the curriculum; Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 218 667].
Keywords: WAC, wcenter, conferencing, sample, peer-evaluation, peer-tutor, praise, response, questioning
Fulwiler, Toby. (1981). Showing, not telling, at a writing workshop. College English 43.1, 55-63.
Keywords: WAC, faculty, workshop, error, editing, journal-writing, theory, development, response, composing
Fulwiler, Toby. (1982). The personal connection: Journal writing across the curriculum. In Fulwiler, Toby; Art Young (Eds.), Language connections: Writing and reading across the curriculum; Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 218 667].
Keywords: WAC, journal-writing, personal, write-to-learn, assignment, sample, teacher-as-writer, teacher-log, response, commenting, evaluation
Fulwiler, Toby. (1997). Writing back and forth: Class letters. In Sorcinelli, Mary Deane; Peter Elbow (Eds.), Writing to learn:Strategies for assigning and responding to writing across the disciplines (New directions for teaching and learning, No. 69); San Francisco, CA: Jossey-Bass.
Keywords: write-to-learn, WAC, peer-response, letter-writing, assignment
Fulwiler, Toby E.. (1978). Journal writing across the curriculum. ERIC Document Reproduction Service, ED 161 073.
Keywords: journal-writing, WAC, expressive, growth, write-to-learn, personal point-of-view, pedagogy, discussion, response, commenting, teacher-as-writer, self-evaluation
Fulwiler, Toby E.. (1979). Journal writing across the curriculum. In Stanford, Gene (Ed.); How to handle the paper load: Classroom practices in teaching English 1979-1980. [NCTE Committee on Classroom Practices in Teaching English Report No. 17]. Urbana, IL: National Council of Teachers of English.
Keywords: pedagogy, journal, WAC, James Britton, expressive, classroom, journal-write, problem-solving, science-writing, laboratory-log, response
Fulwiler, Toby; interviewed by Robert C. Wess. (1985). An interview with Toby Fulwiler. Writing across the Curriculum [Southern Technical Institute] 03.1, 9-11.
Keywords: Toby Fulwiler, WAC, program, Michigan Tech, model, history, cost, administrative support, faculty support, Dan Fader, response, criteria, evaluation
Fulwiler, Toby; 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
Gabriel, Susan L.; M. L. Hirsch, Jr.. (1992). Critical thinking and communication skills: Integration and implementation issues. Journal of Accounting Education 05, 127-137.
Keywords: WAC, accounting-course, critical-thinking, response, revising, implementation, integrated
Gahn, Shelley Mattson. (1989). A practical guide for teaching writing in the content areas. Journal of Reading 32.6, 525-531.
Keywords: WAC, process, retention, strategy, PORPE [predict, organize, rehearse, pedagogy, evaluate], arrangement, planning, rehearsal, self-evaluation, response
Gardner, Frederick P.; Gladys W. Abraham. (1978). A grading procedure for student writing. Teaching Sociology 06.1, 31-35.
Keywords: sociology-course, WAC, grading, review-writing, book-review, scale, interrater-reliability, teacher-rater, commenting, objectivity, teacher-cooperation, criteria, grading, paper-load, student-writing
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
George, Diana; Nancy Grimm. (1990). Expanded roles/expanded responsibilities: The changing nature of writing centers today. link to full text. Writing Center Journal 11.1, 59-67.
Keywords: wcenter, organizational, academy, responsibility, change, WAC
Gillespie, Vincent. (1977). The composition program: The hole of it. ERIC Document Reproduction Service, ED 149 343.
Keywords: program, cost-effective, response, pedagogy, needs-analysis, competency, credit, WAC, WPA, budget, staff, nontraditional
Givens, Stuart; Sheldon Halpern; Elmer Spreitzer. (1978). Who can evaluate writing?. College Composition and Communication 29.4, 396-397.
Keywords: academic, evaluation, assessment, commenting, reliability, proficiency, leniency, MX, teacher-rater, interrater-reliability, disciplinarity, non-department, WAC, faculty, data
Goldberg, Dorothy. (1983). Integrating writing into the mathematics curriculum. Two-Year College Mathematics Journal 14.5, 421-424.
Keywords: WAC, mathematical, faculty, essay-exam, response, integrated
Gopen, George. (2005). Why so many bright students and so many dull papers? Peer-responded journals as a partial solution to the problem of the fake audience. [fulltext]. WAC Journal 16, 22-48.
Keywords: WAC, peer-evaluation, student-response, journal-writing, audience, authentic
Gorovitz, Samuel. (1979). Taped commentary on student writing. Teaching Philosophy 03, 189-195.
Keywords: WAC, philosophy-course, public policy, ethical, response, commenting, audiotape, evaluation, sample, student-writing, audioresponse
Griffin, Barbara J.. (1989). Writing-across-the-curriculum techniques in the computer classroom. Computer-assisted Composition Journal 04.1, 1-7.
Keywords: computer, classroom, WAC, student-response
Halsor, Sid Paul; C. L. Faul-Halsor; Patricia Boyle Heaman. (1991). Enhanced student learning through writing in a physical-geology class. Journal of Geological Education 39.3, 181-184.
Keywords: geology-course, intensive, summary-writing, response, laboratory, journal-writing, log-writing, WAC
Hardcastle, Gary L.; Valeria Gray Hardcastle. (1998). Electronic communities in philosophy classrooms. In Reiss, Donna; Dickie Selfe; Art Young (Eds.), Electronic communication across the curriculum; Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 416 561].
Keywords: computer, WAC, philosophy-course, networked, student-response, software, philosophy
Harris, June. (1991). Reader response logs as a learning device in literature classes. ERIC Document Reproduction Service, ED 349 543.
Keywords: reading-log, reader-response, writing-about-lit, literature-course, WAC, text-analysis, data, gain, write-to-learn
Haswell, Richard. (2006). The complexities of responding to student writing; or, looking for shortcuts via the road of excess. [Link]. Across the Disciplines 03.
Responding to student writing in a formative way is time consuming for teachers in every discipline. Shortcuts such as correction symbols and checksheets are common, but how effective are they? In this article, Richard Haswell surveys the research into teacher response, using a discourse-activity model to cover all major aspects, and finds complications everywhere. He argues that the complexity of response cautions teachers about shortcuts yet also suggests ways to cull or revamp them. (Published November 9, 2006) [WAC Clearinghouse]
Keywords: response, WAC, WID, discourse-activity, pedagogy, feedback, excess, comment, student-writing
Hawisher, Gail E.; Charles Moran. (1997). Responding to writing on-line. In Sorcinelli, Mary Deane; Peter Elbow (Eds.), Writing to learn:Strategies for assigning and responding to writing across the disciplines (New directions for teaching and learning, No. 69); San Francisco, CA: Jossey-Bass.
Keywords: write-to-learn, WAC, response, computer, online
Henry, James M.. (1990). What are these authors? A narratological analysis of writing and response in a graduate landscape architecture course [doctoral thesis]. Philadelphia, PA: University of Pennsylvania.
Keywords: graduate, landscape-architecture, techcom, response, narratology, authorship, authority, WAC, landscape
Henry, Jim; Lehua Ledbetter. (2011). Teaching intellectual teamwork in WAC courses through peer review. full text. Currents in Teaching and Learning 03.2 , 4-21.
Because faculty outside of composition studies may be less familiar with teaching techniques for peer review, this teaching report provides an introduction to the literature on peer review and a review of WAC sources supporting its use. Against the backdrop of this introduction, we offer a case study of our own approach when teaching introductory composition, with excerpts from students' written performances to illustrate the processes and to support our claims about its efficacy. An appended table offers our step-by-step process for positioning students to review their peers' writing; this process can be adapted to other disciplines and other goals [author abstract]
Keywords: peer-review, WAC, cooperative learning, response, modeling, metacognition, teamwork
Henry, Jim; Lehua Ledbetter. (2011). Teaching intellectual teamwork in WAC courses through peer review. . Currents in Teaching and Learning 03.2 , 4-21.
Keywords: peer-evaluation, collaborative, response, modeling, meta-cognition, WAC, group, teamwork, teamwork
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
Hinman, Mary-Lou. (1997). Academic journals revisited: Or why the professor hasn't changed her mind [afterword to Mary-Lou Hinman; Beth A. Loring]. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 08, 20-23.
Keywords: WAC, academic, professional-periodical, student-response, revisited
Hinman, Mary-Lou; Beth A. Loring. (1997). A professor and her student respond to academic journals [reprint]. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 08, 13-19.
Keywords: WAC, academic, professional-periodical, student-response
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
Hodges, Elizabeth. (1997). Negotiating the margins: Some principles for responding to our students' writing, some strategies for helping students read our comments. In Sorcinelli, Mary Deane; Peter Elbow (Eds.), Writing to learn:Strategies for assigning and responding to writing across the disciplines (New directions for teaching and learning, No. 69); San Francisco, CA: Jossey-Bass.
Keywords: write-to-learn, WAC, response, commenting, margins, negotiation, principle
Hoff, Katharine T.; David E. Stout. (1990). English collaboration to improve student writing skills: The use of informal journals and the diagnostic reading technique. The Accounting Educators' Journal 02.2, 83-96.
Keywords: WAC, accounting-course, team-teaching, journal-writing, response, teacher-cooperation, informal, student-writing
Holt, Dennis. (1993). Holistic scoring in many disciplines. College Teaching 41.2, 71-74.
Keywords: holistic, rating, evaluation, pedagogy, WAC, criteria, text-feature, disciplinary, response
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
Jamieson, Sandra. (2002). Esmeralda's math class. In Anson, Christopher M. (Ed.), The WAC casebook: Scenes for faculty reflection and program development; New York: Oxford University Press.
Keywords: teacher-training, WAC, scenario, mathematics-course, response
Jussawalla, Feroza. (1986). Labor efficient remediation through writing across the curriculum (Temple University working papers in composition). Philadelphia, PA: Temple University .
Keywords: WAC, work-conditions, paper-load, cost-effective, basic, response
Kiefer, Kate; Jamie Neufeld. (2002/2003). Making the most of response: Reconciling coaching and evaluating roles for teachers across the curriculum. link to full text. Academic Writing 03.
Keywords: WAC, response, coaching, teacher-growth
Kiefer, Kate; Jamie Neufeld. (2002/2003). Making the most of response: Reconciling, coaching, and evaluating roles for teachers across the curriculum. [Link]. Academic.Writing 03.
In this paper, we illustrate specific techniques to help teachers across the curriculum incorporate supportive responses into their repertoire of response strategies and then suggest how teachers can shift more comfortably from coaching into final evaluation of papers. [WAC Clearinghouse]
Keywords: wac, interdisciplinary, response, pedagogy, wid, coaching, feedback, comment, evaluation
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. (1999). Using reader response to improve student writing in history. OAH Magazine of History 13.3, 62-65.
Keywords: history-course, peer-evaluation, reader-response, criteria-sheet, WAC, student-writing
Lackey, James R.; Raymond B. Miller; Michael C. Flanigan. (1997). The effects of written feedback on motivation and changes in written performance. ERIC Document Reproduction Service, ED 406 690.
Keywords: gain, feedback, motivation, response, student-goal, self-efficacy, Albert Bandura, predictive, data, correlation, FYC, second-semester, learning-theory, social, grades, improvement, commenting, task-specific
Larson, Richard. (1983). Writing in the academic and professional disciplines. New York: Herbert Lehman College.
Keywords: WAC, retraining, write-to-learn, assignment, commenting, sample
Lewis, Roger. (1983). Marking myself marking papers. In Thaiss, Christopher (Ed.), Writing to learn: Essays and reflections on writing across the curriculum; Dubuque, IA: Kendall/Hunt.
Keywords: WAC, write-to-learn, commenting
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
Lory, Alice; Gene Coggshall; Barbara Adams; Patricia Pesoli-Bishop. (1977). We must all teach writing. ERIC Document Reproduction Service, ED 145 475.
Keywords: summer faculty-workshop, Ithaca College, WAC, retraining, evaluation, term-paper, commenting, teacher-opinion
Luebke, Steven R.. (2002/2003). Using linked courses in the general education curriculum. link to full text. Academic Writing 03.
In this case study of a pilot project at the University of Wisconsin-River Falls, Luebke explores the challenges faced in developing a link between a first-year English and an environmental studies course. The goal of the linked-course was to challenge students to see connections across the disciplines, while also building skills important to both classes. Leubke comments on the 'significant preparation' necessary to teach in a linked course model (3), especially the time commitment involved. He speaks to the institutional obstacles that linked courses may face and how the territoriality of faculty can complicate teaching in linked courses. He also discusses the assessment of the pilot link and the quite positive perceptions of students in the linked courses. He concludes that the advantages of linked course outweigh the difficulties of reorientation and on-going negotiation that may arise when a new link is implemented. This article's cautionary information about the issues entailed in linking courses is useful for researchers, program administrators, and instructors alike. [Michelle LaFrance, Linked Writing Courses; WPA-CompPile Research Bibliographies, No. 14]
Keywords: gen-ed, program, linked, WAC, interdisciplinary, WID, learning-community, pedagogy, response, University of Wisconsin--River Falls, site-analysis, environmental-science-course, student-opinion, data, program-validation, turf, institutional, teaching-load
Lunsford, Ronald F.. (1997). When less is more: Principles for responding in the disciplines. In Sorcinelli, Mary Deane; Peter Elbow (Eds.), Writing to learn:Strategies for assigning and responding to writing across the disciplines (New directions for teaching and learning, No. 69); San Francisco, CA: Jossey-Bass.
Keywords: write-to-learn, WAC, response, principle, data, frequency
MacAllister, Joyce. (1982). Responding to student writing. In Griffin, C. Williams (Ed.); Teaching writing in all disciplines (New Directions for Teaching and Learning No. 12); San Francisco, CA: Jossey-Bass Inc., Publishers.
Keywords: WAC, response, student-writing
Mahalski, Pauline A.. (1992). Essay-writing: Do study manuals give relevant advice?. Higher Education 24.1, 113-132.
Keywords: geography-course, WAC, study-guide, improvement, data, text-analysis, commenting, grades, data, Otago University [New Zealand], manual, relevance
Maimon, Elaine P.; Barbara F. Nodine. (1978). Measuring behavior and attitude in the teaching of writing among faculties in various disciplines. ERIC Document Reproduction Service, ED 167 999.
Keywords: survey, faculty-opinion, needs-analysis, WAC, liberal arts, process, growth, grading, evaluation, data, frequency, commenting, form-content
Mallonee, Barbara; John R. Breihan. (1985). Responding to students' drafts: Interdisciplinary consensus. College Composition and Communication 36.2, 213-231.
Keywords: response, evaluation, teacher-consensus, assessment, WAC, reliability, teacher-rater, content-course, error, drafting
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
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
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
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
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
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
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
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
Neubert, Gloria A.; Sally J. McNelis. (1986). Improving writing in the disciplines. Educational Leadership 43.7, 54-58.
Keywords: group, peer-response, WAC, theory, student-response
Nightingale, Peggy. (1991). Speaking of student writing . . .. Journal of Geography in Higher Education 15.1, 3-13.
Keywords: geography-course, WAC, deterioration, data, review-of-scholarship, workshopping, response, regression, skill-level, grade-less, grading, student-writing
November, Peter. (1996). Journals for the journey into deep learning: A framework. Higher Education Research and Development 15.1, 115-127.
Keywords: journal-writing, write-to-learn, WAC, error, correcting, commenting, style, privacy, prompt, framework, discipline-metaphor, journey
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
Patchan, Melissa M.; Davida Charney; Christian D. Schunn. (2009). A validation study of students' end comments: Comparing comments by students, a writing instructor, and a content instructor. [Link]. Journal of Writing Research 01.2, 124-152.
In order to include more writing assignments in large classrooms, some instructors have been utilizing peer review. However, many instructors are hesitant to use peer review because they are uncertain of whether students are capable of providing reliable and valid ratings and comments. Previous research has shown that students are in fact capable of rating their peers papers reliably and with the same accuracy as instructors. On the other hand, relatively little research has focused on the quality of students' comments. This study is a first in-depth analysis of students' comments in comparison with a writing instructor's and a content instructor's comments. Over 1400 comment segments, which were provided by undergraduates, a writing instructor, and a content instructor, were coded for the presence of 29 different feedback features. Overall, our results support the use of peer review: students' comments seem to be fairly similar to instructors' comments. Based on the main differences between students and the two types of instructors, we draw implications for training students and instructors on providing feedback. Specifically, students should be trained to focus on content issues, while content instructors should be encouraged to provide more solutions and explanations. [journal abstract]
Keywords: commenting, contrast-group, student-opinion, peer-evaluation, teacher-opinion, content-course, WAC, data, pedagogy, teacher-training, peer-training, validation
Patton, Martha D.. (2003). Research or faculty development? A study of WI faculty commenting practices. [link]. WPA: Writing Program Administration 27.1-2, 75-91.
Keywords: retraining, faculty development, research, response, commenting, WPA, writing-intensive, WAC
Patton, Martha D.. (2011). Writing in the research university: A Darwinian study of WID with cases from civil engineering [writing in the disciplines]. Cresskill, NJ: Hampton Press.
How do engineers learn to think and write like engineers? How do art historians learn to think and write like art historians? How do journalists or biologists learn to think and write like the professionals that they become? Do we learn to think and write primarily by enculturation-or can we be taught how to write in various disciplines? If anything can be taught, what practices stand out as best practices? Needed to address these questions is a cohesive theory of writing in the disciplines (WID), one that accounts for both discipline-specific features of writing and features that cut across many disciplines. To that end, this book re-examines contemporary sociohistoric theories of writing from an evolutionary perspective. An evolutionary perspective of WID suggests that disciplines (complexes of academic arguments) not only change, but they evolve much like species do via a dual process of variation and selection in forums of competition. An evolutionary perspective puts a spotlight on what endures as well as what changes in complexes of academic arguments [author abstract]
Keywords: academic, activity-theory, affordance, assignment-design, case-study, commenting, cultural, Darwin, data, disciplinary, ecology, enculturation, engineering, ethnographic, evolution, feedback, genre-theory, habitus, intellectual development, peer-review, professionalization, response, revising, science, sociohistorical, technical-writing, WAC, WID, writing-to-learn
Patton, Martha D.; Jo Ann Vogt. (2007). The center will not hold: Redefining professionalism in the academy. In Dew, Debra Frank; Alice S. Horning (Eds.), Untenured faculty as Writing Program Administrators: Institutional practices and politics; West Lafayetter, IN: Parlor Press.
Keywords: WPA, professionalism, junior faculty, anecdote, tenure, jWPA, exploitation, reformist jWPA-values, case study, Mary Licklider, University of Missouri, Jo Ann Vogt, Marty Patton, social responsibility, collaboration, WAC, English, Rhetoric and Composition, Campus Writing Program, part-time, untenured, WPA, institutional, political, English-profession
Pearce, Daniel L.. (1983). Guidelines for the use and evaluation of writing in content classrooms. Journal of Reading 27.3, 212-218.
Keywords: response, evaluation, peer-evaluation, rubric, list, checklist, holistic, pedagogy, paper-load, WAC, guidelines
Perelman, Les. (1986). The context of classroom writing. College English 48.5, 471-479.
Keywords: cognitive, social, classroom, motivation, response, speech-act, contextual, subjectification, self, academic, truth, WAC, institutional discourse
Perkins, Joan; Monica Stitt-Bergh; Thomas Hilgers. (2002). Requiring revision, juggling the work load. In Anson, Christopher M. (Ed.), The WAC casebook: Scenes for faculty reflection and program development; New York: Oxford University Press.
Keywords: teacher-training, WAC, scenario, response, evaluation, work-load
Persky, Charles; Ann Raimes. (1981). Learning through writing: A practical guide to student writing for college teachers. New York: City University of New, Office of Academic Affairs [ERIC Document Reproduction Service, ED 236 265].
Keywords: WAC, write-to-learn, guidelines, response, revising, Hunter College, CUNY, term-paper, philosophy-course, sample, wcenter, student-writing
Petersen, Bruce. (1982). In search of meaning: Readers and expressive language. In Fulwiler, Toby; Art Young (Eds.), Language connections: Writing and reading across the curriculum; Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 218 667].
Keywords: WAC, writer-reader, expressive, reader-response, student-as-reader, pedagogy, model, transactional
Peterson, Meg. (1997). Back in the circle [afterword to Meg Peterson, 'The circle'. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 08, 51-53.
Keywords: WAC, pedagogy, peer-evaluation, peer-response, reading-circle
Peterson, Meg. (1997). The circle [reprint]. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 08, 38-50.
Keywords: WAC, pedagogy, peer-evaluation, peer-response, reading-circle
Peterson-Gonz?lez, Meg. (1992). The circle. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 03.2, 47-58.
Keywords: WAC, pedagogy, peer-evaluation, peer-response, reading-circle
Phillips, Suzanne M.. (1996). A writing workshop for sophomores. ERIC Document Reproduction Service, ED 405 035.
Keywords: WAC, workshopping, sociology-course, skills-level, sophomore, response, commenting, feedback, evaluation, peer-evaluation, pedagogy
Procter, Margaret. (1992). The university as context for writing: How undergraduates see it. ERIC Document Reproduction Service, ED 346 783.
Keywords: University of Toronto, survey, student-opinion, student-knowledge, authorship, questionnaire, WAC, data, topic, authentic, academic, MX, response, change, consulting group, undergraduate
Rileigh, Kathryn K.. (1993). Toward a palatable research paper experience. Innovative Higher Education 18.2, 123-131.
Keywords: WAC, term-paper, pedagogy, sources, arrangement, format, response, student-opinion, confidence, bibliographic-search
Rizzolo, Patricia. (1982). Peer tutors make good teachers: A successful writing program. Improving College and University Teaching 30.3, 115-119.
Keywords: wcenter, peer-tutor, questioning, explaining, response, tutor-training, WAC, tutoring
Roen, Duane H.. (1992). A writing-to-learn/reader-response approach to teaching Antigone. In Karolides, Nicholas J. (Ed.), Reader response in the classroom: Evoking and interpreting meaning in literature; New York: Longman.
Keywords: write-to-learn, WAC, literature-course, reader-response, pedagogy, Antigone, Sophocles
Ryden, Wendy. (2007). Writing in anger: Emotions and the revision process in writing across the curriculum. Kassabgy, Nagwa; Amani Elshimi (Eds.), Sustaining excellence in 'communicating across the curriculum': Newcastle upon Tyne: Cambridge Scholars Press .
Scholarship in Composition and Rhetoric has increasingly paid attention to the role of emotions in writing and critical pedagogy. This chapter analyzes the attention WAC theory gives to the pathetic dimension of rhetoric in regard to composing and revision strategies. [author summary]
Keywords: WAC, WID, emotion, revising, commenting, student-response, process
Sargent, M. Elizabeth. (1997). Peer response to low stakes writing in a WAC literature classroom. In Sorcinelli, Mary Deane; Peter Elbow (Eds.), Writing to learn:Strategies for assigning and responding to writing across the disciplines (New directions for teaching and learning, No. 69); San Francisco, CA: Jossey-Bass.
Explains how to use ìinksheddingî in lower-division classes, and cope with the mass of student writing produced. Sargent defines inkshedding as focused writing, on class topics, that students expect to share. The term avoids the baggage that 'freewriting' carries: inkshedding is not private or 'personal.' Students read each otherís inksheds and respond; Sargent says this helps them conceptualize an academic field as an ongoing conversation. In her courses, students write responses every day. To cope with the mass of responses, she sets up student groups in which students read most of each otherís responses. She describes the logistics in detail. [WAC Clearinghouse]
Keywords: write-to-learn, WAC, peer-response, low-stakes, writing-about-lit, student-response
Schor, Sandra. (1987). Writing across the disciplines: Respecting the untranslatable. ERIC Document Reproduction Service, ED 292 116.
Keywords: WAC, disciplinarity, interdisciplinary, reader-response, discourse-analysis, jargon, popularization, interpretive, difficulty, translating, incommensurability, respect
Schwartz, Mimi. (1984). Response to writing: A college-wide perspective. College English 46.1, 55-62.
Keywords: WAC, response, survey, teacher-student , criteria, rhetoric, value, form-content, data, frequency, arrangement
Siegel, Muffy E. A.. (1982). Responses to student writing from new composition faculty. College Composition and Communication 33.3, 302-309.
Keywords: response, evaluation, novice-teacher, non-department, WAC, disciplinary, commenting, contrast-group, data, student-writing
Sills, Caryl K.. (1995). Success for learning disabled writers across the curriculum. College Teaching 43.2, 66-71.
Keywords: learning-disability, review-of-scholarship, pedagogy, classroom, MX, error, response, cohesion, process, planning, arrangement, revising, student-confidence, WAC
Silva, Mary Cipriano; Ann H. Cary; Christopher Thaiss. (1999). When students can't write: Solutions through a writing-intensive nursing course. Nursing and Health Care Perspectives 20.3, 142-145.
Keywords: apprehension, nursing-course, pre-post, improvement, self-efficacy, assignment, letter-writing, academy-workplace, coaching, style, drafting, response, positive, writing-intensive
Snodgrass, Sara E.. (1985). Writing as a tool for teaching social psychology. Teaching of Psychology 12.2, 91-94.
Keywords: social-psychology-course, WAC, write-to-learn, course-log, readings, student-response, observation, research-report, social, social-psychology
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
Steffens, Henry. (1989). Collaborative learning in a history seminar. History Teacher 22.2, 125-138.
Keywords: history-course, graduate, seminar, reader-response, peer-evaluation, group, peer-tutor, write-to-learn, responsibility, student-centered, syllabus, reading list, list, WAC
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
Stinson, Rboert C.. (1980). Journal writing in the geography program. http://comppile.org/archives/WLA/WLA15.pdf [full text]. Writing as a Liberating Activity Newsletter, No. 15, 5.
Keywords: WAC, geography-course, journal-writing, observation, grading, response
Stoddart, Kenneth. (1991). Lifestory: A device for dispersing authority in the introductory course. Teaching Sociology 19.1, 70-73.
Keywords: sociology-course, autobiography-writing, peer-response, ethnocentrism, student-authority, WAC, introductory
Streepey, Janet; Nancy Totten; Gabrielle Carr; Teresa Reynolds. (1987). Writing and research across the curriculum: A proposal for a new course. ERIC Document Reproduction Service, ED 300 807.
Keywords: WAC, response, syllabus, term-paper, library skills, researching, Saturday write-in, team-teach
Swope, John Wilson. (1985). Journals: Capturing students' individual responses to literature. Virginia English Bulletin 35, 35-41.
Keywords: WAC, writing-about-lit, emotion, individual, response
Ticke, Lynne. (2003). Opening dialogue: Students respond to teacher comments in a psychology classroom. [fulltext]. WAC Journal 14, 19-36.
Keywords: WAC, psychology-course, teacher-student, student-opinion, response, data
Townsend, Martha A.. (2007). Negotiating the risks and reaping the rewards: Reflections and advice from a former jWPA. 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, jWPA, anecdote, Rhetoric and Composition, English, tenure, reward, University of Missouri-Columbia, WAC, power, responsibility-administrative, faculty-evalution, WI, CCCC, Ernest Boyer, Scholarship Reconsidered: Priorities of the Professoriate, Glasick, Huber, Maeroff, Scholarship Assessed: The Evaluation of the Professoriate, part-time, untenured, WPA, institutional, political, English-profession, negotiation
Wauchope, Barbara. (1990). Using personal journals in the classroom. ERIC Document Reproduction Service, ED 324 698.
Keywords: social-science-course, journal-writing, pedagogy, WAC, grading, confidentiality, bibliotherapy, student-response, student-opinion
Westerfield, Michael W.. (1984). The behaviors and attitudes of the non-English faculty at York College toward the teaching of writing [doctoral thesis]. Lincoln, NB: University of Nebraska-Lincoln.
Keywords: York College, English-not-English, faculty, WAC, survey, teacher-attitude, pedagogy, pre-writing, revising, student publishing, error, commenting
Williamson, Michael M.. (1984). The function of writing in three college curricula: The modes of discourse and the registers of writing. ERIC Document Reproduction Service, ED 252 884.
Keywords: WAC, biology-course, sociology-course, teacher-interview, ethnographic, response, register, epistemological, certainty, individuality, teacher-perspective, discourse mode, data
Yancey, Kathleen Blake. (2002). Making learning visible: What you can't see can change response. In Anson, Christopher M. (Ed.), The WAC casebook: Scenes for faculty reflection and program development; New York: Oxford University Press.
Keywords: teacher-training, WAC, scenario, response
Young, Art. (1997). Mentoring, modeling, monitoring, motivating: Response to students' ungraded writing as academic conversation. In Sorcinelli, Mary Deane; Peter Elbow (Eds.), Writing to learn:Strategies for assigning and responding to writing across the disciplines (New directions for teaching and learning, No. 69); San Francisco, CA: Jossey-Bass.
Keywords: write-to-learn, WAC, response, not-grading, academic, teacher-student, mentor, monitoring
Young, Pearl I.. (1948). The responsibility of the teacher of college physics for the student's facility in American prose. American Journal of Physics 16 (November), 425-429.
Keywords: WAC, physics-course, science-writing, teacher responsibility
[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]. (1988). [synopses of conference panels and talks, Sixth National Testing Network in Writing Conference, Minneapolis, Minnesota, April, 1988]. http://comppile.org/archives/NTW/Nov%2088toc.htm [full text]. Notes from the National Testing Network in Writing 08, 4-33.
Keywords: testing, K-12, mode, portfolio, WAC, rising-junior [Governors State University], revamping, exit-exam [Ball State University], proficiency, rising-junior [University of Massachusetts], WAC, program, campus-wide, universal, literacy, validity, direct, reliability, scale stability, rater-training, holistic, discrepant-essay, primary-trait, placement, rhetorical, rater-training, video, program-program-validation, longitudinal, growth, regression, mode, rhetorical-task, pedagogy, reader-response, holistic, self-assessment, computer, style-checker, legal, national, international, Written Composition Study [International Association for Educational Achievement], criteria, contrastive, topic, classroom-research, computer-analysis, feature
[various]. (1990). [synopses of conference talks, Seventh National Testing Network in Writing Conference, Montreal, Canada, April, 1989]. http://comppile.org/archives/NTW/Nov%2088toc.htm [full text]. Notes from the National Testing Network in Writing 09, 2-48.
Keywords: testing, computer, process, large-scale, standards, WPA, international, contrastive, African-Am, NAEP, ESL, literacy, competency, holistic, University of Minnesota, validity, construct-validity, topic, assessment, Scotland, classroom, portfolio assessment, program, self-evaluation, peer-evaluation, self-validation, professional-school, veterinary, WAC, rater-training, program-validation, empowerment, rising-junior [East Texas State University], wcenter, transfer-student, James Britton, Peter Elbow, campus-wide, universal, computer, individual-differences, ESL, community, contrastive, City University of New York, disciplinary, rising-junior [University of Missouri-St. Louis], rising-junior [University of Wisconsin-Milwaukee], prompt, argumentation, validity, primary-trait, physics-department, feminist, pedagogy, placement, minimum competency, scale, score stability, response, local assessment, feature