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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Abasi, Ali R.; Nahal Akbari; Barbara Graves. (2006). Discourse appropriation, construction of identities, and the complex issue of plagiarism: ESL students writing in graduate school. Journal of Second Language Writing 15.2, 102-117.
Drawing on case studies of five L2 graduate students – two MA students in a Second Language Education program, a PhD student in Counseling, a PhD student in Educational Administration, and a PhD student in Education – the authors examine how L2 graduate students make choices about appropriating discourse when writing, how they identify their voices in source-based writing, and how choices of appropriation and voice relate to a student’s identities. They found that the less experienced graduate students were less likely to be aware of textual choices as rhetorical and as creating identity in writing in contrast to the more experienced graduate student writers. After analyzing participants’ writing, the authors discovered that the less experienced graduate students also plagiarized more and tied this practice to their educational histories and assumptions about their roles as writers. [Michelle Cox, WAC/WID and Second Language Writers (Part 3: Studies that Look at L2 Writer across Disciplines), WPA-CompPile Research Bibliographies, No. 8]
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]
Hall, Jonathan. (2005). Plagiarism across the curriculum: How academic communities can meet the challenge of the undocumented writer. [Link]. Across the Disciplines 02.
Jonathan Hall argues that there is 'a specifically WAC/WID approach to plagiarism' that can help us reduce plagiarism, help students incorporate sources into their writing effectively and honestly, and improve learning. (Published February 9, 2005) [WAC Clearinghouse]
Marsden, Helen; Marie Carroll; James T. Neill. (2005). Who cheats at university? A self-report study of dishonest academic behaviours in a sample of Australian university students. Australian Journal of Psychology 57.1, 1-10.
Walker, Kristin. (1997). Consulting with lab, ESL students in an engineering writing center: Issues and strategies for dealing with the problem of plagiarism. [fulltext]. Writing Lab Newsletter 21.6, 1-5.