The WAC Bibliography

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Welcome to the WAC Bibliography. The bibliography, developed and presented in collaboration with CompPile, was developed to support teachers across the disciplines who are interested in using writing and speaking in their courses; scholars who are interested in WAC theory and research; and program administrators, designers, and developers who have interests in the latest work in faculty outreach, program design, and assessment.

To view entries in the bibliography, follow the links to the right. If you are a member of the Clearinghouse, you can recommend new sources for the bibliography.

— Justin Jory
Bibliography Editor

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Abasi, Ali R.; Nahal Akbari; Barbara Graves. (2006). Discourse appropriation, construction of identities, and the complex issue of plagiarism: ESL students writing in graduate school. Journal of Second Language Writing 15.2, 102-117.
Drawing on case studies of five L2 graduate students – two MA students in a Second Language Education program, a PhD student in Counseling, a PhD student in Educational Administration, and a PhD student in Education – the authors examine how L2 graduate students make choices about appropriating discourse when writing, how they identify their voices in source-based writing, and how choices of appropriation and voice relate to a student’s identities. They found that the less experienced graduate students were less likely to be aware of textual choices as rhetorical and as creating identity in writing in contrast to the more experienced graduate student writers. After analyzing participants’ writing, the authors discovered that the less experienced graduate students also plagiarized more and tied this practice to their educational histories and assumptions about their roles as writers. [Michelle Cox, WAC/WID and Second Language Writers (Part 3: Studies that Look at L2 Writer across Disciplines), WPA-CompPile Research Bibliographies, No. 8]
Keywords: WAC, ESL, plagiarism, identity, constructivist, graduate, appropriation, case-study
Anderson, Leon; Mara Holt. (1990). Teaching writing in sociology: A social constructionist approach. Teaching Sociology 18 (April), 179-184.
Keywords: WAC, sociology-course, social, constructivist, team-teaching, constructionist, social
Bazerman, Charles. (1988). Shaping written knowledge: The genre and activity of the experimental article in science. Madison, WI: University of Wisconsin Press.
Traces the history and character of the experimental article in science, calling attention to the social and rhetorical forces that shaped its development. The book provides a broadly interdisciplinary exploration of an important genre and offers insights that extend far beyond its immediate focus of study. This book is available online as part of the Academic Writing series, Landmark Publications in Writing Studies. [WAC Clearinghouse]
Keywords: science-writing, genre, history, science, research-report, activity-theory, constructivist, knowledge-making, term-paper, experimental, WAC, academic, interdisciplinary
Bazerman, Charles. (1992). From cultural criticism to disciplinary participation: Living with powerful words. In Herrington, Anne; Charles Moran (Eds.), Writing, teaching and learning in the disciplines; New York, NY: Modern Language Associates.
Keywords: WAC, disciplinary, social, academic, cultural, critique, discipline-participation, powerful, empowerment, pedagogy, discipline, change, constructivist, student-choice, participation
Blair, Catherine Pastore. (1988). Only one of the voices: Dialogic writing across the curriculum. College English 50.4, 383-389.
Keywords: WAC, department, social, epistemological, constructivist, dialogic, Bakhtin, Freire, freestanding, program-design, teacher-as-writer, teacher-student
Collins, Daniel F.. (2004). Writing to connect through paired courses. [fulltext]. WAC Journal 15 (September), 34-54.
Collins describes the problem-based curriculum, writing assignments, and benefits of a 'thematic link' between a religious-studies course and a writing course at Manhattan College. 'One of [the students’] goals in both courses,' Collins writes, 'was to monitor and become familiar with particular positions as readers, to look at a text from multiple perspectives and become aware of their perspectives as readers' (p. 39). Drawing on the work of Bruce McComiskey, Kurt Spellmeyer, Joseph Harris, and Muriel Harris, Collins argues that 'writing provides a new lens of exploration [for students] into themselves as social beings and the discourses that make up their worlds, a kind of reflection that develops productive ways of knowing capable of helping them succeed in our classrooms' (p. 42). Paired courses, Collins notes, increase the likelihood that student writers will come to understand their own involvement in the construction of knowledge and to see the ways that knowledge is shaped by its relationships to social processes. Collins lists four direct benefits from linked course offerings at Manhattan College: (1) '[S]tudents in both courses moved beyond the traditional scope of each course' (p. 46); (2) Students 'wrote more,' 'wrote for multiple audiences,' and 'wrote with greater sophistication.' (Collins describes this as greater 'intertextuality,' synthesis and methodological-awareness in the students’ texts); (3) /[T]he building of community among freshmen students'; (4) '[T]he building of community across faculty' (p. 47). [Michelle LaFrance, Linked Writing Courses; WPA-CompPile Research Bibliographies, No. 14]
Keywords: linked, assignment, WAC, religion-studies-course, pedagogy, constructivist, construction of knowledge, curriculum, problem-solving, religion-studies, thematic, intertextuality, data, metaconsciousness, ancillary
Gibson, Sharon Slaton. (1989). Classroom communities and global coherence: A sociocognitive model for composition theory, pedagogy, and research [doctoral thesis]. Louisville, KY: University of Louisville.
Keywords: WAC, pedagogy, epistemological, constructivism, sociocognitive, model, Piaget, Bruner, Vygotsky, pedagogy
Hadaway, Nelda H.. (1992). Using writing to teach and learn geometry [doctoral thesis]. Atlanta, GA: Georgia State University.
Keywords: WAC, geometry, write-to-learn, constructivism
Hedley, Jane; Jo Ellen Parker. (1991). Writing across the curriculum: The vantage of the liberal arts. ADE Bulletin, no. 98, 22-28.
Keywords: Bryn Mawr, WAC, FYC, liberal arts, constructivism, community
Hunt, Russell A.; James A. Reither. (1994). A workshop: Knowledge in the making in writing, English, and other content courses. In Schryer, Catherine F.; Laurence Steven (Eds.), Contextual literacy: Writing across the curriculum; Winnipeg, Manitoba, Canada: Inkshed Publications.
Keywords: WAC, faculty-workshop, knowledge-making, constructivist, interdisciplinary
Kirscht, Judy. (1996). Cross talk: Opening disciplinary boundaries for faculty and students alike. ERIC Document Reproduction Service, ED 399 534.
Keywords: University of California, Santa Barbara, disciplinary, constructivist, WAC, faculty-workshop, term-paper, pedagogy, advanced
Knoblauch, C. H.. (1988). Rhetorical constructions: Dialogue and commitment. College English 50.2, 125-140.
Keywords: Freire, praxis, rhetorical, constructivist, critical consciousness, theory-practice, ontological, objectivist, expressionism, sociological, dialogic, political, individualism, reflexivity, WAC, commitment
Ochsner, Robert. (1990). Physical eloquence and the biology of writing. Albany, NY: State University of New York Press.
Keywords: composing, body, biological, play, decline, memory, delivery, error, rules, subconscious, style, WAC, social, constructivist, eloquence, composing-style
Olson, Gary A.; Richard Rorty. (1989). Social construction and composition theory: A conversation with Richard Rorty [interview]. JAC: Journal of Advanced Composition 09.1-2, 1-9.
Keywords: theory, social, constructivism, Richard Rorty, pragmatism, WAC, cultural literacy, social
Parker, Robert P.; Vera Goodkin. (1987). The consequences of writing: Enhancing learning in the disciplines. ERIC Document Reproduction Service, ED 272 928.
Keywords: WAC, heuristics, heuristic, learning-theory, language-theory, write-to-learn, constructivist, entomology-course, nursing-course, psychology-course, mathematics-course, women's-studies-course, consequence
Petersen, Meg J.. (2009). Making it easy [book review]. [fulltext]. WAC Journal 20, 107-110.
Keywords: Rethinking Rubrics in Writing Assessment, by Maja Wilson, rubric, WAC, constructivist. grading, school
Prain, Vaughan; Brian Hand. (1996). Writing for learning in secondary science: Rethinking practices. Teaching and Teacher Education 12.6, 609-626.
Keywords: task, high-school, WAC, science-course, constructivist, learning-theory, model
Smagorinsky, Peter. (1995). Constructing meaning in the disciplines: Reconceptualizing writing across the curriculum as composing across the curriculum. American Journal of Education 103, 160-184.
Keywords: WAC, 'composing across the curriculum', meaning-making, disciplinary, constructivist
Smart, Graham. (1994). Genre as community invention. In Schryer, Catherine F.; Laurence Steven (Eds.), Contextual literacy: Writing across the curriculum; Winnipeg, Manitoba, Canada: Inkshed Publications.
Keywords: WAC, genre, community, constructivist, contextual, genesis
Smith, Douglas Bradley. (1977). Teaching anthropology is a good way to teach writing. College Composition and Communication 28.3, 251-256.
Emphasizes anthropology's approach to communication as analysis of rhetorical intention, technique, rhetorical theory, and rhetorical philosophy. Finds socio psychological perspectives and construction of self in context as central to persuasion. Emphasizes the importance locating writing in cultural and social contexts. Proposes teaching literary models as culturally bound arguments and not models of timeless genius. Identifies time bound character of grammatical and syntactical rules. [Sue Hum]
Keywords: anthropology-course, WAC, communicative, rhetorical, constructivist, self, sociopsychological, cultural, social, contextual
Soffree-Cady, Flore. (1987). A pedagogical theory and practice for college writing courses and writing across the curriculum courses: A social constructionist perspective on learning through argument. ERIC Document Reproduction Service, ED 384 911.
Keywords: pedagogy, theory-practice, assignment, sequence, cognitive development, logical, social, constructivist, FYC, WAC, constructionist, pedagogy, social
Soffree-Cady, Flore Frederique. (1987). A pedagogical theory and practice for college writing courses and writing across the curriculum courses: A social constructionist perspective on learning through argument [doctoral thesis]. Louisville, KY: University of Louisville.
Keywords: write-to-learn, WAC, pedagogy, theory, pedagogy, social, constructivist, argumentation, constructionist, pedagogy, William Perry, development, Vygotsky, social