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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Adler-Kassner, Linda; Robert Crooks; Ann Watters (Eds.). (1997). Writing the community: Concepts and models for service-learning in composition. Washington, DC: American Association for Higher Education; Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 449 729.
'[T]he first collection of essays explicitly connecting service learning and Composition studies' (Deans, Writing Partnerships, 2000, p.13). Adler-Kassner et al. highlight the benefits of combining service learning and composition for academic and nonacademic communities; review institutional barriers to implementing and sustaining effective service learning initiatives; and underscore the need to continue theorizing service learning. Contributors consider the implications of service learning for composition theory and pedagogy, university-community relations, higher education, and civic engagement. They also report on implementation of institution-specific programs, and they invite critical reflection and experimentation with service learning in Composition. The collection includes an annotated bibliography on community service and Composition. [David Stock]. [Rebecca Lorimer & David Stock, Service Learning Initiatives: Implementation and Administration; WPA-CompPile Research Bibliographies, No. 13].
Agatucci, Cora; Jack McCown; Mike Sequeria; Bruce Emerson. (1994). Writing and learning across disciplinary boundaries in college math and science courses. ERIC Document Reproduction Service, ED 377 501.
Keywords: Central Oregon Community College, two-year, WAC, problem-solving, program, assignment, mathematics-course, physics-course, syllabus
Angelo, Thomas A.. (1997). Seven promising shifts and seven powerful levers: Developing more productive learning (and writing) communities across the curriculum. http://wac.colostate.edu/atd/archives.cfm [full-text]. Language and Learning Across the Disciplines 02.2, 56-75.
This article has three aims: one, to highlight connections between the learning communities movement of the 1990s and the WAC movement; two, to discuss why the timing and circumstances may now be right for learning communities to overcome persistent barriers to instructional and curricular reform; and three, to promote conversation and collaboration between WAC and learning communities activists. The author suggests modest steps campus change agents might take to advance the shared reform agenda of both movements. [WAC Clearinghouse]
Back, Lillian; Susan Carlton; Merla Wolk; Robin Schulze. (1991). Training TAs to teach writing: Four perspectives on creating a community for composition instruction. In Nyquist, Jody (Ed.), Preparing the professoriate to teach: Selected readings in TA training; Dubuque, IA: Kendall/Hunt.
Keywords: TA-training, WAC, faculty-community
Bazerman, Charles; Anne Herrington. (2006). Circles of interest: The growth of research communities in WAC and WID/WIP [writing in the disciplines / writing in professions]. In McLeod, Susan H.; Margot Soven (Eds.), Composing a community: A history of writing across the curriculum; West Lafayette, IN: Parlor Press.
Keywords: WAC, history, WID, research-community
Becket, Diana Catherine. (1995). Writing across the curriculum in a second language: An analysis of students and teachers [doctoral thesis]. Cincinnati, OH: University of Cincinnati.
Bell, James; Howard Community College [Columbia, MD]. (1988). Written assignments for abnormal psychology at Howard Community College, fall 1988. ERIC Document Reproduction Service, ED 295 705.
Keywords: Howard Community College [Maryland], psychology-course, assignment, WAC, sequence, pedagogy
Berger, Jeffrey. (1985). Beyond the workshop: Building faculty development into the WAC program. ERIC Document Reproduction Service, ED 257 079.
Keywords: WAC, program, teacher-training, two-year, Community College of Philadelphia
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; 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
Blalock, Glenn; Diana Cardenas; Joyce Hawthorne; and Susan Loudermilk. (2003). Using 'community' needs to promote and expand WAC. [fulltext]. Language and Learning Across the Disciplines 6.3.
This article explores WAC efforts at Texas A&M University-Corpus Christi. Specifically, the article addresses efforts to extend WAC efforts to consider the needs of the larger community as well as the university community.
Keywords: WAC, WID, writing across the curriculum, community, community service, service-learning, techcomm, FYC, learning-community
Blau, Sheridan. (2010). Academic writing as participation: Writing your way in. In Sullivan, Patrick; Tinberg, Howard; Blau, Sheridan (Eds.), What is “college-level” writing? Volume 2: Assignments, Readings and Student Writing Samples; Urbana, IL: National Council of Teachers of English.
Blau describes and models his methodology and classroom practice of a genre-specific approach that purports to enable the transition of high school, community college and first-year college students into the university academic discourse community. Blau bases his claims of efficacy on anecdotal reports, observations done in New York City community colleges and high school classrooms as well as the application of research and theory. Blau suggests that students ought to write share and discuss literary commentary so they can concretely enact the formation of genuine academic discursive practices. These student commentaries are used for longer papers where students read, respond to and cite each other’s work. Blau contends that this 'genre-creating program' promotes the 'critical thinking' that is essential to the reading and writing involved in 'college-level discourse' because it lends students academic authority, in that they are originators and evaluators of a shared classroom disciplinary textual [Rachel E. H. Edwards, Alignments and Alliences: Smoothing Students' Transitions from High School English to First-Year College Writing, WPA-CompPile Bibliographies, No. 20]
Keywords: school-college, two-year, research-method, New York City, discourse-community, genre-specific, disciplinary, convention, WAC, critical-thinking, research-practice, theory-practice, discursive, praxis
Bodino, Angela Adamides; Princeton University, Mid-Career Fellowship Program. (1988). Using writing to integrate the curriculum: The constructs at the core. ERIC Document Reproduction Service, ED 297 787.
Keywords: two-year, WAC, gen-ed, core-curriculum, write-to-learn, assignment, interdisciplinary, intensive, syllabus, Raritan Valley Community College [New Jersey]
Carter, Sandra; Stephanie Layton; Katie McKay; Department of Education, Washington, D. C.. (1984). Reading and writing across the curriculum. Miami, FL: Department of Education, Miami-Dade Community College [ERIC Document Reproduction Service, ED 259 777].
Keywords: WAC, read-write, Miami-Dade Community College, two-year, guidelines
Case study: Whatcom Community College. (1995). Grover, Iva Sue; Barbara Dahl; Luanne Lampshire. In Sheridan, Jean (Ed.), Writing-across-the-curriculum and the academic library: A guide for librarians, instructors, and writing program directors; Westport, CT: Greenwood Press [ERIC Document Reproduction Service, ED 395 601].
Keywords: WAC, program, library, Whatcom Community College
Chamberlain, Lori. (1982). Gadamer, hermeneutics, and composition. ERIC Document Reproduction Service, ED 232 140.
Condon, William. (1997). Building bridges, closing gaps: Using portfolios to reconstruct the academic community. In Yancey, Kathleen Blake; Irwin Weiser (Eds.), Situating portfolios: Four perspectives; Logan, UT: Utah State University Press.
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
Cunningham, Billie M.. (1991). The impact of student writing in learning accounting. Community/Junior College Quarterly of Research and Practice 15.3, 317-325.
Keywords: write-to-learn, WAC, two-year, Collin County Community College, accounting-course, contrast-group, current-traditional, journal-writing, course-grade, retention, data, student-writing
Deans, Thomas. (2002). Writing and community action: A service learning rhetoric and reader. New York: Longman.
The author's service learning rhetoric offers comprehensive support for writing about, for, and with communities. The ten chapters present an expansive understanding of writing practiced across academic, social, literary, and professional communities. Each moves through assignment options, direct instruction in a variety of genres, student samples, and reading selections of short stories, reflective essays, and professional writing samples. The book is grounded in a rhetorical tradition of civic participation and balances preparation for community outreach with reflection on such work, viewing writing in both cases 'as a versatile tool for action—action in academic, workplace, and civic communities' (xii). [Rebecca Lorimer]. [Rebecca Lorimer & David Stock, Service Learning Initiatives: Implementation and Administration; WPA-CompPile Research Bibliographies, No. 13].
Deans, Tom. (1997). Writing across the curriculum and community service learning: Correspondences, cautions, and futures. In Adler-Kassner, Linda; Robert Crooks; Ann Watters (Eds.) Writing the community: Concepts and models for service-learning in composition; Washington DC: American Association for Higher Education; with National Council of Teachers of English [ERIC Document Reproduction Service, ED 449 729].
Defever, Susanna Mason. (1980). A college takes a community approach to writing. ERIC Document Reproduction Service, ED 217 921.
Keywords: two-year, St. Clair Community College, self-validation, needs-analysis, WAC, survey, faculty-opinion, faculty-workshop, school-college, articulation, community
Dillon, Timothy J.; Monroe County Community College. (1995). Writing Across the Curriculum annual report, 1994-95. ERIC Document Reproduction Service, ED 385 301.
Keywords: WAC, Monroe Community College [Michigan], two-year, teaching-fellow, wcenter, peer-tutor, data, program-validation, questionnaire, newsletter, frequency, assignment, genre, mode, disciplinary, data, student-opinion, faculty-opinion, annual-report
Dillon, Timothy J.; Monroe County Community College [Michigan]. (1996). Monroe County Community College Writing Across the Curriculum annual report, 1995-96. ERIC Document Reproduction Service, ED 398 994.
Keywords: Monroe Community College, two-year, WAC, program-validation, data, assignment, student-opinion, wcenter, teacher-opinion, annual-report
Dillon, Timothy J.; Monroe County Community College [Michigan]. (1997). Writing Across the Curriculum: Annual report, 1996-1997. ERIC Document Reproduction Service, ED 411 913.
Keywords: WAC, Monroe County Community College [Michigan], data, annual-report
Dillon, Timothy J.; Monroe County Community College [Michigan]. (1998). Writing Across the Curriculum: Annual report, 1997-98. ERIC Document Reproduction Service, ED 423 929.
Keywords: WAC, Monroe County Community College [Michigan], data, annual-report
Dyc, Gloria J.. (1989). Lakota cultural values and the language of advocacy: An approach to literacy in a native American community [doctoral thesis]. Ann Arbor, MI: University of Michigan.
Keywords: Native-Am, Lakota Sioux, South Dakota, advocacy, literacy, community, adult-ed
Ede, Lisa S.. (2004). Situating composition: Composition studies and the politics of location. Carbondale: Southern Illinois University Press.
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
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
Fishman, Stephen M.; Lucille McCarthy. (2002). Whose goals? Whose aspirations? Learning to teach underprepared writers across the curriculum. Logan, UT: Utah State University Press.
Keywords: basic, pedagogy, pedagogy, underprepared, WAC, University of North Carolina Charlotte, philosophy-course, ESL, African-Am, social-class, class-conflict, community, John Dewey, evaluation, grading, gradualism, student-motivation, racism, student-resistance, change, transformative, student-story
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
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
Freeman, David E.; Yvonne S. Freeman. (1991). 'Doing' social studies: Whole language lessons to promote social action. Social Education 55.1, 29-32, 66.
Keywords: WAC, social-studies-course, whole-language, social, action, community, social action, social
Fulwiler, Toby. (1984). How well does writing across the curriculum work?. College English 46.2, 113-125.
Giddens, Elizabeth . (2009). Saving the next tree: The Georgia hemlock project, community action and environmental literacy. Community Literacy Journal 04.1, 75-91.
abstract not published: This article describes a community effort in the north Georgia mountains to stem the spread of the hemlock woolly adelgid (HWA) infestation, which is killing eastern hemlocks throughout their range. The project has raised awareness of the problem, funds to finance research and the cultivation of predator beetles, and citizen science involvement. Participating institutions and groups quickly focused on a shared purpose and have managed the project in a manner that accommodates separate benefits to each entity. In addition, the individuals leading the project have employed a personable, respectful, and flexible contact style, which has attracted participants and appealed to volunteers. Perhaps most important, the project has enabled participants to play active roles in fighting the infestation, rather than merely requesting monetary support or long-term changes to personal behavior; research shows these latter strategies are unlikely to result in authentic understanding of environmental issues or long-term behavioral change. Paradoxically, the field work itself has enabled participants to make connections between ecological crises--such as the HWA infestation--and choices that individuals can control--such as whether or not to use non-native plants in their suburban yards. This account demonstrates strategies that can be successful in many community action initiatives and that should have particular appeal for environmental activists.
Keywords: reciprocity, community literacy, community action, advocacy, biodiversity, native plants, invasive species, environmental literacy
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
Graff, Gerald. (2009). It's time to end 'courseocentrism'. full text. Inside Higher Ed (January 13).
Graff argues that instructors in the Humanities no longer have the luxury of the 'hermetically sealed classroom,' a condition that leads to 'corseocentrism,' which he defines as 'a kind of tunnel vision in which our little part of the world becomes the whole.' He argues that learning communities--particularly the pairing of first year composition and general education classes and/or humanities and science classes--work against the myopia of closed classrooms. Graff poses that the embrace of collaborative teaching and learning environments can help universities to work toward more coherent curricular experiences for students and support students in understanding the inherent connections in what may appear to be discreet fields of study. Graff ends by contending that learning communities are increasingly necessary to combat the ways disciplinary discourses compartmentalize intellectual life and isolate professionals from one another even within departments. [Michelle LaFrance, Linked Writing Courses; WPA-CompPile Research Bibliographies, No. 14]
Greene, Stuart; Amy J. Orr. (2007). First-year college students writing across the disciplines. In O'Neill, Peggy (ed.), Blurring boundaries: Developing writers, researchers and teachers: A tribute to William L. Smith; Cresskill, NJ: Hampton Press.
Grumbling, Vernon Owen; Jacque Carter; Pamela Morgan; John Lemons; Eleanor Saboski. (1991). Teaching nature literature in a science learning community: Merging 'the two cultures'. College English Association Critic 54.1, 47-51.
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]
Hansen, Michele J.; Susan G. Meshulam; Brooke N. Watson. (2010). Assessing the effectiveness of a learning community course designed to improve the math performance of first-year students. Journal of Learning Community Research 05.1.
Keywords: WAC, learning-community, linked, mathematics-course, first-year, course-validation, data
Haviland, Carol Petersen. (1994). Writing-across-the-curriculum discourse community lines: Nature, criteria, and purpose in university classrooms [doctoral thesis]. Riverside, CA: University of California, Riverside.
Heckelman, Ronald J.; Will-Matthis Dunn III. (2003). Models in algebra and rhetoric: A new approach to integrating writing and mathematics in a WAC learning community. [fulltext]. Language and Learning Across the Disciplines 6.3.
This paper documents an ongoing experiment designed to integrate the teaching of college algebra and college rhetoric and writing at Montgomery College in Conroe, Texas. These are the first two college-level math and English courses that students take within the college's core curriculum. Our approach focuses on the concept of models and model building and might be easily adapted to a variety of math and writing classes. We believe we have maintained the necessary rigor of both disciplines while providing a foundation which links them.
Keywords: WAC, WID, writing across the curriculum, mathematics-course, learning-community, writing to learn, algebra, integrated
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
Herrington, Anne J.. (1985). Writing in academic settings: A study of the contexts for writing in two college chemical engineering courses. Research in the Teaching of English 19.4, 331-361.
Herrington, Anne Jeanette. (1983). Writing in academic settings: A study of the rhetorical contexts for writing in two college chemical engineering courses [doctoral thesis]. Troy, NY: Rensselaer Polytechnic Institute.
Keywords: academic, WAC, chemical-engineering, write-to-learn, science, learning-center, wcenter, community, data
Hessler, H. Brooke. (2000). Composing an institutional identity: The terms of community service in higher education. [fulltext]. Language and Learning Across the Disciplines 4.3.
This essay examines how the rhetoric of community service can both hinder and help efforts to strengthen service-learning institutionally, professionally, and pedagogically. My research draws from an extensive review of college and university mission statements and other institutional artifacts used to compose and communicate the modern vocation of American higher education--its idealized roles, responsibilities, and contributions to society.
Keywords: WAC, WID, writing across the curriculum, community service, service-learning, data, identity
Hirsch, Linda. (1982). Developing a plan for language skills integration into content areas. In Kwalick, Barry; Marcia Silver; Virginia Slaughter (Eds.), Selected papers from the 1982 conference 'New York Writes: Kindergarten through College'; New York: The City University of New York, Instructional Recource Center, Office of Academic Affairs [ERIC Document Reproduction Service, ED 234 401].
Keywords: two-year, WAC, Hostos Community College, CUNY, integrated
Hirsch, Linda. (1988). Talking and writing across the curriculum: A tutorial model for adult ESL students in content courses. ERIC Document Reproduction Service, ED 294 195.
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
Hochman, Will. (2002). Using paired fiction writing: Transactional creativity and community building in the composition class. http://www.southernct.edu/~hochman/Willsedessay.
Originally published as "Transactional Dynamics of Paired Fiction Writing," this is the best writing lesson I have ever used. I believe that students and teachers can use story writing quickly and easily to experience a wide range of topics and this lesson plan will enable teachers across the curriculum to use writing to build an improved sense of community and creativity in their classes. [WAC Clearinghouse]
Keywords: pedagogy, narrative, story-writing, WAC, creativity, classroom community
Holladay, John M.; Monroe County Community College [Michigan]. (1990). Writing across the curriculum annual report, 1989-90: Comprehensive report. ERIC Document Reproduction Service, ED 326 260.
Keywords: wcenter, Monroe County Community College, WAC, program-validation, survey, faculty-opinion, student-opinion, tutor-opinion, data, teaching-fellow, conferencing, annual-report
Holladay, John M.; Sue Zwayer; Monroe County Community College [Michigan]. (1992). Monroe County Community College writing across the curriculum: Annual reports 1990-1991 and 1991-1992. ERIC Document Reproduction Service, ED 353 014.
Keywords: Monroe County Community College, WAC, program-validation, data, annual-report
Holladay, John; Monroe County Community College [Michigan]. (1987). Institutional project grant: A report on research into writing-across-the-curriculum projects. ERIC Document Reproduction Service, ED 298 995.
Keywords: two-year, Michigan, survey, data, Monroe County Community, WAC, needs-analysis, implementation, grant, program
Holladay, John; Monroe County Community College [Michigan]. (1989). Monroe County Community College writing across the curriculum: Annual report, 1988-89. ERIC Document Reproduction Service, ED 310 820.
Keywords: WAC, Monroe County Community College [Michigan], annual-report
Hotchkiss, Sharon K.; Marilyn K. Nellis. (1988). Writing across the curriculum: Team-teaching the review article in biology. Journal of College Science Teaching 18.1, 45-47.
Kutney, Joshua P. . (2007). Will writing awareness transfer to student performance? Response to Downs and Wardle [Interchanges]. College Composition and Communication 59.2, 276-279.
Keywords: Case studies, community-service, FYC, transferability, WAC, WID, knowledge-transfer
Kutz, Eleanor. (2004). From outsider to insider: Studying academic discourse communities across the curriculum. In Zamel, Vivian; Ruth Spack (Ed.), Crossing the curriculum: Multilingual learners in college classrooms; Mahwah, NJ: Erlbaum.
Landsburg, David; Stanley Witt. (1984). Writing across the curriculum: One small step. ERIC Document Reproduction Service, ED 248 922. Innovation Abstracts 06.13 (April).
A writing-across-the-curriculum program has been initiated at the East Campus of Pima Community College in an effort to improve student literacy. The program operates in the following manner: (1) faculty in all disciplines on campus are asked to get involved in the program, those who participate being paid a one-time fee of $100 for their efforts; (2) participating faculty develop a writing assignment which meets prescribed criteria, such as proper formatting, acceptable documentation, and correct language usage; (3) students complete the assignment and submit their paper to the course instructor; (4) the course instructor submits the papers to a "Collateral Grader," a writing instructor who grades the papers for mechanics; (5) the "Collateral Grader" marks all detected errors in each paper and makes an overall evaluation indicating that the paper passes or must be rewritten; (6) the course instructor grades the passing papers for content and determines the course grade; and (7) participating faculty evaluate the process at the end of the course. The use of the "Collateral Grader" has several advantages; e.g., students receive writing feedback from an instructor who has the skills to effectively grade grammar, spelling, punctuation, and usage; awareness of the need for campus-wide writing standards is generated; and student-teacher negotiation concerning the importance of writing skills is reduced. Survey results show positive responses from both students and faculty. [ERIC]
Keywords: WAC, Pima Community College [Arizona], two-year, program, outside grading, evaluation
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
Magnotto, Joyce; with LeRoy Badger; William Blanchard; Catherine Cant; Clyde Ebenreck; Thomas Garrah; Christine McMahon; William Peirce; Mary Helen Spear. (1990). Prince George's Community College. In Fulwiler, Toby; Art Young (Eds.) Programs that work: Models and methods for writing across the curriculum; Portsmouth, NH: Boynton/Cook Heinemann.
Keywords: program, WAC, Prince George's Community College
Maimon, Elaine R.. (1986). Knowledge, acknowledgment, and writing across the curriculum: Toward an educated community. In McQuade, Donald A. (Ed.), The Territory of language: Linguistics, stylistics, and the teaching of composition; Carbondale, IL: Southern Illinois University Press [ERIC Document Reproduction Service, ED 286 191].
McKeague, Patricia M.; Elizabeth Reis; Moraine Valley Community College [Palos Hills, IL]. (1990). Survey of writing centers in community colleges. ERIC Document Reproduction Service, ED 336 153.
Keywords: wcenter, Moraine Valley Community College, survey, data, administrator-opinion, needs-analysis, staff, data, WAC, clientele
Miller, Carol; Thomas Brothen; Jay Hatch; Norman Moen. (1988). Beyond functional literacy: An integrated writing across the curriculum package for basic writers. Research and Teaching in Developmental Education 05.1, 5-16.
Keywords: functional literacy, WAC, basic, learning-community, history-course, environmental-science-course, FYC, University of Minnesota, critical-thinking, course-content, integrated, environmental, write-to-learn
Misangyi Watts, Margit; Michael Bertsch. (1998). Collaboratory: MOOs, museums, and mentors. 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].
Mulvaney, Mary Kay. (1994). Interpreting academic apprenticeship: A theoretical synthesis and event analysis of academic enculturation [doctoral thesis]. Chicago, IL: University of Illinois at Chicago.
Nakamura, Caroline; Robert Fearrien; Sheldon Hershinow. (1984). Write to learn: Writing-across-the-curriculum at Kapiolani Community College: A panel presentation. ERIC Document Reproduction Service, ED 252 252.
Keywords: write-to-learn, WAC, Kapiolani Community College, two-year
Nall, Stacy. (2014). Remembering writing center partnerships: Recommendations for archival strategies. . The Writing Center Journal 33.2, 101-122.
Penney, Nancy (Ed.); Lord Fairfax Community College. (1992). Thinking through writing: Lord Fairfax Community College, 1990-1992. ERIC Document Reproduction Service, ED 353 016.
Keywords: two-year, WAC, Lord Fairfax Community College [Fairfax, VA], write-to-learn, critical-thinking
Reiff, Mary Jo. (2013). [book review]. Journal of Teaching Writing 28.1, 131-138.
Keywords: Agents of Integration: Understanding Transfer as a Rhetorical Act, by Rebecca S. Nowacek, skill-transfer, knowledge-transfer, rhetoric act, learning-community, genre, recontextualization
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
Reither, James A.. (1985). Writing and knowing: Toward redefining the writing process. College English 47.6, 620-628.
Keywords: process, discourse, community, motivation, academic, WAC, process
Reynolds, Julie A.; Chris Thaiss; Wendy Katkin; Robert J. Thompson, Jr.. (2012). Writing to learn in undergraduate science education: A community-based, conceptually driven approach. CBE Life Science Education 11.1, 17-25.
Keywords: write-to-learn, science, WAC, community
Ronald, Kate. (1988). On the outside looking in: Students' analyses of professional discourse communities. Rhetoric Review 07.1, 130-149.
Rosenwasser, Marie. (1983). Faculty renewal, basic learning skills, and student success: An overlooked relationship?. ERIC Document Reproduction Service, ED 244 651.
Keywords: North Seattle Community College, two-year, WAC, retraining, survey, data, study skills
Russell, David R.. (1990). Writing across the curriculum in historical perspective: Toward a social interpretation. College English 52.1, 52-73.
Keywords: WAC, history, discourse-community, academy, literacy, social, social
Shapiro, Nancy S.. (2002). Learning about learning communities. In Anson, Christopher M. (Ed.), The WAC casebook: Scenes for faculty reflection and program development; New York: Oxford University Press.
Sills notes that paired courses assist students in becoming aware of the 'connections among ideas and issues across disciplinary boundaries, and [helps] them gain intellectual sophistication by confronting and assessing multiple perspectives' (p. 61). She discusses the linkage between an English Composition course and Introduction to Sociology, where 'the professors were free to design two separate but related courses that would serve the goals of both the English and sociology departments' (p. 61). In this link, 'we focused on interpreting and communicating information as a component of the learning process,' Sills writes, 'accurate and effective use of language became a means of knowing sociology, rather than a separate exercise called ‘writing’' (p. 62). Sills comments that paired courses require a larger time commitment from faculty and that the relationship between the two courses must be actively managed by both instructors. Working together, the two faculty members can find an appropriate balance for 'pacing, methodology, and goals' (p. 64).[Michelle LaFrance, Linked Writing Courses, WPA-CompPile Research Bibliographies, No. 14]
Slaughter, Eugene E.. (1970). What community--and the English chairman. ADE Bulletin, no. 26, 47-52.
Keywords: community, minority, WAC
Slomp, David H.; M. Elizabeth Sargent. (2009). Responses to responses: Douglas downs and Elizabeth wardle's 'Teaching about writing, righting misconceptions'. full text. College Composition and Communication 60.3, 595-96, W25-W34.
Keywords: Curriculum-design, discourse-community, FYC, major, part-time, praxis, process, program-design, writing-major, WAC, WID, writing, Douglas Downs, Elizabeth Wardle, misunderstanding
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.
Sterling-Deer, Carolyn. (2009). Writing in the disciplines, technology, and disciplinary grounding. [fulltext]. Across the Disciplines 06.
Drawing on Boix Mansilla’s (2004) criteria for assessing students’ disciplinary knowledge and potential to make interdisciplinary connections, Sterling-Deer’s study explores the use of Blackboard eLearning course management technology and ePortfolio technology to share course materials and to increase student reflection. Sterling-Deer discusses students’ writing and their abilities to link to supporting documents as demonstrates of their learning. She argues that these ePortfolios illustrate students’ struggles to provide their own academically and/or professionally focused ePortfolios despite the general-purpose ePortfolio templates. Her work suggests that students at LaGuardia Community College, CUNY are aware of the potential distribution of their work to multiple audiences, whereas the templates in the ePortfolio software insist on a single format/audience approach. [Carl Whithaus, Distributive Evaluation, WPA-CompPile Research Bibliographies, No. 3]
Keywords: WAC, WID, education-course, capstone, undergraduate, childhood, LaGuardia Community College/CUNY, two-year, eportfolio, writing-intensive, interdisciplinary, validation, learning-community, evaluation, distribution
Storlie, Erik F.; Mary Barwise. (1985). Asking good questions: Crafting good writing assignments. Minneapolis, MN: Minneapolis Community College.
Keywords: WAC, two-year, Minneapolis Community College, assignment-designing, question-setting, teacher-strategy, sample
Storlie, Erik F.; Mary Barwise; Minneapolis Community College. (1985). Asking good questions, getting good writing: A teacher's handbook on writing across the curriculum at Minneapolis Community College. ERIC Document Reproduction Service, ED 280 019.
Keywords: WAC, Minneapolis Community College, two-year, teacher-manual, handbook, quality
Szymanski, Erika A.. (2014). Instructor feedback in upper-division biology courses: Moving from spelling and syntax to scientific discourse. link to full text. Across the Disciplines 11.2
Thaiss, Chris. (1994). WAC newsletters: Communicating on and beyond the campus. Composition Chronicle Newsletter 07.5, 8-10.
Keywords: WAC, professional-communication, newsletter-writing, nonacademic, Mary Washington College, Sam Houston State University, Monroe Community College, Virginia Tech and State University
Thaiss, Chris. (1996). When 'WAC' becomes 'WE'. Composition Chronicle Newsletter for Writing Teachers 09.6, 8-9.
Keywords: WAC, academic, community
Thompson, Nancy S.; Elisabeth M. Alford. (1997). Developing a writing program in engineering: Teaching writing to teach engineering literacies. ERIC Document Reproduction Service, ED 409 584.
Keywords: WAC, WID, engineering, University of South Carolina, program, curriculum, discourse-community, academic
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
Ulisse, Peter; Housatonic Community College [Stratford, CT]. (1988). Writing across the curriculum. ERIC Document Reproduction Service, ED 310 828.
Keywords: Housatonic Community College [Connecticut], WAC, program-validation, write-to-learn, guidelines, implementation
Underwood, Ted L.. (1973). Writing local history in a seminar on historical research. History Teacher 07.1, 18-23.
Keywords: history-course, term-paper, community, local, resources, topic choice, University of Minnesota, WAC, seminar
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
Waite, Stacey. (2015). Put me in, coach: The political promise of competitive coaching. Full Text. Literacy in Composition Studies 03.1, 108-121.
Article for LiCS special issue The New Activism: Composition, Literacy Studies, and Politics.
Keywords: Literacy, self-reflection, self-efficacy, play, listening, learning community
Wardle, Elizabeth A.. (2004). Can cross-disciplinary links help us teach 'academic discourse' in FYC?. [link to full text]. Across the Disciplines 01.
Wardle describes 'a number of contradictions and resultant constraints' revealed in a study of teachers in a linked FYC program at 'Midwestern U.' Using activity theory analysis, Wardle uncovers three contradictions that instructors in the linked course negotiated with different degrees of success: (1) distinctions between the teachers' unofficial motives and the official program motives, (2) the replacement of writing in disciplinary genres with writing about disciplinary topics, (3) a mis-recognition of English studies genres as generic academic forms. These findings lead Wardle to claim that 'before learning community FYC teachers can fully utilize the resources available to them in cross-disciplinary links, they must first come to a meta-awareness of the nature of genres . . . the varied genres of the university, and an acceptance of the legitimacy of non-English genres as academic discourse' (16). Wardle's conclusions are useful for those researching the ways in which linked courses require instructors to rethink the pedagogical centers and goals of their teaching practices. [Michelle LaFrance, Linked Writing Courses; WPA-CompPile Research Bibliographies, No. 14]
Weiner, Harvey S.. (1975). Writing for the subject disciplines. ADE Bulletin, no. 45, 32-33.
Keywords: WAC, LaGuardia Community College
Winterowd, W. Ross. (1980). Transferable and local writing skills. JAC: Journal of Advanced Composition 01.1, 1-3.
Winterowd suggests that all writing skills fall into one of two categories: local skills and transferable skills. Local skills are defined as those skills that are domain-specific, such as knowledge of the genres of a particular field. Transferable skills, according to Winterowd, are the 'basics' of writing, including such issues as control of diction. Following Stephen Krashen's learning-acquisition theory, Winterowd asserts that the transferable skills, general skills that are important for competent writing across domains, must be acquired through modeling, practice, and feedback, while local skills can be taught. Two 'scenes' for writing instruction are suggested: a writing workshop (for acquistion) and a writing laboratory (for teaching local skills as well as editing). [Robin L. Snead, 'Transfer-Ability': Issues of Transfer and FYC, WPA-CompPile Research Bibliographies, No. 18]
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].
Zawacki, Terry Myers; Ashley Taliaferro Williams. (2001). Is it still WAC? Writing within interdisciplinary learning communities. 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.
Taking up the learning community as a 'curriculum change agent,' this book chapter moves from a discussion of the broad pedagogical rationales for linked courses, to a description of the structural variations in linked courses, to a lengthy discussion of linked courses at New Century College (an experimental college attached to George Mason University), to a section on assessment of writing in learning communities. Simultaneously a discussion of the principles that have underpinned WAC programs since the inception of the field and an exploration of the ways linked courses require students, faculty, and program administrators to (re)negotiate writing and writing assignments in linked course models, this chapter will be useful to researchers seeking to identify and understand the points of praxis at the center of any successful writing program. Zawacki and Williams close by noting that linked courses require administrators and faculty to 'attend carefully to understanding what students see as their purposes in writing' (132), to seek a stronger understanding of what and how students learn in relation to program objectives (133), and to the ways in which writing instruction can be enacted as a 'central mode of learning in a learning-centered pedagogy' (137). [Michelle LaFrance, Linked Writing Courses; WPA-CompPile Research Bibliographies, No. 14]
Keywords: WAC, WID, definition, linked, program, objective, interdisciplinary, learning-community, George Mason University, New Century College, change, write-to-learn
Zimmerelli, Lisa. (2015). A place to begin: Service-learning tutor education and writing center social justice. Writing Center Journal 35.1, 57-84.
[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