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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Abbott, Michael M.; Pearl W. Bartelt; Stephen M. Fishman; Charlotte Honda. (1992). Interchange: A conversation among the disciplines. In Herrington, Anne; Charles Moran (Eds.), Writing, teaching and learning in the disciplines; New York, NY: Modern Language Associates.
Amore, Adelaide P.. (1988). How faculty learn to become better coaches of writing and thinking: A case study of workshops in writing across the disciplines at Smith College, Northampton, Massachusetts [doctoral thesis]. New York: Columbia University Teachers College.
Keywords: WAC, Smith College, faculty-workshop, pedagogy, retraining, coaching
Andrews, Deborah C.. (1979). Writing workshops for engineering and business faculty. ERIC Document Reproduction Service, ED 172 210.
Anonymous. (1990). WAC a successful approach to faculty development. Composition Chronicle Newsletter 03.3, 3.
Keywords: WAC, faculty, retraining
Anson, Chris M.. (1988). Toward a multidimensional model of writing in the academic disciplines. In Jolliffe, David A. (Ed.), Writing in academic disciplines (Advances in writing research, Vol. 2); Norwood, NJ: Ablex Publishing.
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
Balajthy, Ernest. (1989). Computers in curricula program for networked college level writing process instruction: A first year report. ERIC Document Reproduction Service, ED 309 455.
Barnes, Douglas; Lionel Wilson. (1980). Interview [with Douglas Barnes]: Problems in putting language across the curriculum into effect. English Quarterly 13.3, 21-25.
Keywords: WAC, implementation, needs-analysis, faculty, school
Barnes, Marjorie. (1999). Writing-across-the-curriculum at Union County College. ERIC Document Reproduction Service, ED 437 110.
Keywords: two-year, WAC, Union County College, program history, survey, faculty-opinion, English-not-English, faculty-workshop, wcenter, program-program-validation newsletter, data
Baron, Dennis. (2002). Forget everything you learned about writing. In Anson, Christopher M. (Ed.), The WAC casebook: Scenes for faculty reflection and program development; New York: Oxford University Press.
Bertch, Julie. (1985). Writing for learning in the community college. ERIC Document Reproduction Service, ED 256 458.
Keywords: WAC, program, two-year, South Mountain Community College [Phoenix, Arizona], implementation, faculty-workshop
Bertch, Julie; Delryn R. Fleming. (1991). The WAC workshop. In Stanley, Linda C.; Joanna Ambron (Eds.), Writing across the curriculum in community colleges (New directions for community colleges, No. 73); San Francisco, CA: Jossey-Bass [ERIC Documentation Reproduction Services, ED 330 420].
Keywords: WAC, two-year, faculty, workshop
Bertch, Julie; Maricopa County Community College District [Phoenix, AZ]. (1987). The Maricopa Writing Project, summer 1987: Project report. ERIC Document Reproduction Service, ED 286 565.
Keywords: Maricopa Community College [Arizona], two-year, WAC, grant, summer, faculty-workshop, syllabus
Blakeslee, Ann; John R. Hayes; Richard Young. (1994). Evaluating training workshops in a writing across the curriculum program: Method and analysis. http://wac.colostate.edu/atd/archives.cfm [full-text]. Language and Learning Across the Disciplines 01.2, 5-34.
This article discusses the results of WAC training workshops among faculty members wishing to integrate writing in their courses at Robert Morris College. [WAC Clearinghouse]
Keywords: WAC, faculty, retraining, workshop
Boice, Robert. (1990). Faculty resistance to writing-intensive courses. Teaching of Psychology 17.1, 13-17.
Keywords: WAC, faculty-resistance, write-to-learn, writing-intensive, teacher-opinion, survey, data
Bolund, Sally; Mary-Lou Hinmun,; Robert Miller. (1993). Where the faculty are with WAC. http://wac.colostate.edu/journal/ [full text]. Plymouth State College Journal on Writing Across the Curriculum 04, 47-58.
Keywords: WAC, faculty-opinion
Braddock, Richard Reed. (1965). A conference for an advanced standing program in composition (Cooperative research project, No. F-051). Iowa City, IA: University of Iowa [ERIC Document Reproduction Service, ED 001 246].
Buerk, Dorothy; Wellesley College Center for Research on Women. (1986). Carolyn Werbel's journal: Voicing the struggle to make meaning of mathematics (Working paper No. 160). ERIC Document Reproduction Service, ED 297 977.
Burnham, Christopher C.. (1981). Tapping non-English faculty resources in the literacy crusade. ERIC Document Reproduction Service, ED 202 022.
Stockton State College, New Jersey, recognizes that the teaching of writing is not the responsibility of the English department alone, but of the entire college faculty. Stockton's writing across the curriculum project is designed to give all faculty members general theoretical information and practical training in writing instruction and the relation between writing and learning. Stockton's basic writing courses are staffed with volunteer faculty members from across the college. These "rotating faculty" go through three stages of training. In the first stage, faculty members are given a set of reading materials that discuss the nature and function of writing and various writing pedagogies. In the second stage, they participate in a one-day workshop in which they complete a holistic exercise that involves reading papers and ranking them by the overall quality of writing. The holistic scoring used in the workshop session provides the "rotating faculty" with an understanding of the elements of good writing. The third stage of training occurs in another one-day workshop the week before school begins, during which the faculty members must write under the same circumstances that students often must write under. Strategies for grading are also discussed. Support services for the "rotating faculty" include a skills center and designated consultants from the core writing faculty. [ERIC]
Keywords: WAC, Stockton State College (NJ), retraining, volunteer, not-English, faculty-workshop, holistic, criteria, teacher-as-writer, teacher-cooperation, resources
Caldwell, Elizabeth Ann; Mary Deane Sorcinelli. (1997). The role of faculty development programs in helping teachers to improve student learning through writing. In Sorcinelli, Mary Deane; Peter Elbow (Eds.), Writing to learn:Strategies for assigning and responding to writing across the disciplines (New directions for teaching and learning, No. 69); San Francisco, CA: Jossey-Bass.
Childers, Pamela B.. (1999). Writing center or experimental center for faculty research, discovery, and risk taking?. In Barnett, Robert W.; Jacob S. Blumner (Eds.), Writing centers and writing across the curriculum programs: Building interdisciplinary partnerships; Westport, CT: Greenwood Press.
Childers, Pamela B.; Eric Hobson; Joan A. Mullin; with Joseph F. Trimmer; Richard H. Putney. (1998). ARTiculating: Teaching writing in a visual world. Portsmouth, NH: Boynton/Cook Publishers [ERIC Document Reproduction Service, ED 424 573].
Ciner, Elizabeth. (1984). Writing across the disciplines: A faculty development program. In Klaus, Carl H.; Nancy Jones (Eds.), Courses for change in writing: A selection from the NEH/Iowa Institute; Upper Montclair, NJ: Boynton/Cook in cooperation with The Institute on Writing of the University of Iowa.
Keywords: WAC, retraining, faculty, program
Condon, William; Fiona Glade; Richard H. Haswell; Lisa Johnson-Shull; Diane Kelly-Riley; Galen Leonhardy; Jennie Nelson; Susan McLeod; Susan Wyche. (2001). Whither? Some questions, some answers. In Haswell, Richard H. (Ed.), Beyond outcomes: Assessment and instruction within a university writing program; Westport, CT: Ablex.
Keywords: institutional, Washington State University, assessment, pedagogy, program-longevity, WAC, research-method, ecological, student-resistance, teacher-resistance, distance, eportfolio, electronic, directed self-placement
Cosgrove, Cornelius; Nancy Barta-Smith . (2004). In search of eloquence: Cross-disciplinary conversations on the role of writing in undergraduate education. Cresskill, NJ: Hampton Press.
Dialogically links scholarship in rhetoric, composition and English Studies to the perspectives of faculty outside of English, both challenging and expanding current thinking about writing pedagogy. Recognition of the centrality of writing in undergraduate education leads to extensive conversations with faculty from a variety of disciplines about writing's role in their own degree programs, scholarly disciplines, and professional practices. Explores how composition specialists might effectively talk writing with faculty across disciplines, leading to writing instruction integral to every program of study. A contemporary liberal arts quadrivium is recognized, as is the need for full involvement of faculty in every academic discipline to implement such a comprehensive rhetorical education. [WAC Clearinghouse]
Cox, Michelle. (2010). Identity, second language writers, and the learning of workplace writing. In Cox, Michelle; Jay Jordan; Christina Ortmeier-Hooper; Gwen Gray Schwartz (Eds.), Reinventing identities in second language writing; Urbana, IL: National Council of Teachers of English.
Drawing from case studies of graduate students in a Communication Science and Disorders masters program, Cox compares the writing experiences of a L2 writer with native English speaking writers in the same program, concluding that the ways in which the L2 writer was identified as ‘ESL’ by faculty had negative consequences for this student’s progress through the master’s program. However, the same student’s bilingualism was seen more positively by supervisors in off-campus internships. Cox calls on WAC administrators to learn more about how L2 writers fare in the workplace in order to work more productively with faculty preparing students for different professions. [Michelle Cox, WAC/WID and Second Language Writers (Part 2: Studies Focused on L2 Writers in Specific Disciplines), WPA-CompPile Research Bibliographies, No. 8]
Cross, Geoffrey A.; Katherine V. Wills. (2005). Bridging disciplinary divides in writing across the curriculum. [Link]. Across the Disciplines 02.
Geoffrey Cross and Katherine Wills report the results of a longitudinal study that assessed whether faculty writing workshops could facilitate writing in heterogeneous disciplines by linking specific, workaday writing activities (Tschudi, 1986) with Bloom's taxonomy of educational objectives (1974). Results show that participating faculty reported increases in reflective pedagogical practice, more critical selection of writing activities, and decreased time required to construct writing strategies to achieve discipline-related instructional goals. (Published June 26, 2005) [WAC Clearinghouse]
D'Angelo, Barbara J.; Barry M. Maid. (2004). Moving beyond definitions: Implementing information literacy across the curriculum. The Journal of Academic Librarianship 30.3, 212-217.
Describes collaboration between Arizona State University's library and its Multimedia Writing and Technical Communication Program, a partnership the authors posit lays the groundwork for expansion of information literacy instruction throughout the curriculum. Traces the commonalities between WAC and information literacy, particularly in that both "teach skills that have their own disciplinary homes yet are used throughout the disciplines" (213). Describes IL-related courses and projects that created increased interest in IL on ASU's campus. Posits that a successful IL program should resemble a successful WAC program in that responsibility for IL should be distributed across campus, but with the recognition that expertise lies with the library (216). [Gwendolynne Reid, Updating the FYC-Library Partnership: Recent Work on Information Literacy and Writing Classrooms, WPA-CompPile Research Bibliographies, No. 25]
Keywords: information literacy, information retrieval, library science, faculty-librarian, library, research instruction, WAC, technical writing
D'Arcy, Pat. (1977). Going back inside. The London Times, Educational Supplement (January 28), 43.
Daigle, Stephen L.. (1985). Writing and critical reading for learning across the disciplines: Academic challenges. ERIC Document Reproduction Service, ED 262 684.
Keywords: California State University, grant, project, WAC, read-write, faculty-workshop, consultancy, assignment, needs-analysis, academic
Dastmozd, Rassoul. (1987). Writing institute. In Copeland, Jeffrey S. (Ed.), 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, faculty-institute, retraining, institute
David, David J.. (1986). Cross-disciplinary faculty attitudes toward student writing: A case study report. Writing Across the Curriculum [Southern Technical Institute] 04.1, 9-11.
Davidson, Patricia. (1984). Writing across the disciplines: A memo to colleagues. In Klaus, Carl H.; Nancy Jones (Eds.), Courses for change in writing: A selection from the NEH/Iowa Institute; Upper Montclair, NJ: Boynton/Cook in cooperation with The Institute on Writing of the University of Iowa.
Keywords: WAC, change, retraining, faculty
Davis, David J.. (1987). Eight faculty members talk about student writing. College Teaching 35.1, 31-35.
Deaux, George. (1981). The writing project for faculty from disciplines other than English. In Humes, Ann Bruce Cronnell; Joseph Lawlor; Larry Gentry (Eds.), Moving between practice and research in writing;Southwest Regional Laboratory for Educational Research and Development [ERIC Document Reproduction Service, ED 198 569].
Keywords: WAC, faculty, retraining
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
DeVoss, Danielle Nicole; Dickie Selfe, ECAC Teachers and Students Delta-Schoolcraft Intermediate School District Escanaba, MI, USA. (2002). Encouraging and supporting electronic communication across the curriculum (ECAC) through a university and K-12 partnership [note erratum published in Computers and Composition 20.1, page 121]. Computers and Composition 19.4, 435-451.
Keywords: computer, WAC, CAC, school, K-12, school-college, Michigan, USA, faculty-workshop
Dick, John A. R.. (1981). Developing a learner's perspective and a critical perspective in a faculty workshop. ERIC Document Reproduction Service, ED 216 346.
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]
Ellner, Carolyn L.; Carol P. Barnes. (1982). Writing in the disciplines: An external evaluation. San Luis Obispo, CA: California Polytechnic State University.
Keywords: WID, WAC, California Polytechnic State University, faculty-workshop, student-opinion, teacher-opinion, program-validation, data, questionnaire, Likert
Elmborg, James K.. (2006). Locating the center: Libraries, writing centers, and information literacy. link to full text. Writing Lab Newsletter 30.6, 7-11.
Problematizes the separation of writing from research. Draws parallels between the institutional positioning of libraries and writing centers, both mediating between faculty and students (8). Describes results from editing a collection of case studies on relationships between writing centers and libraries. Productive partnership models include sharing spaces, developing writing & research labs/clinics, co-leading faculty development workshops, team teaching, cross-referring students, creating archives of student writing on campus, and collaborating on scholarship.[ Gwendolynne Reid, Updating the FYC-Library Partnership: Recent Work on Information Literacy and Writing Classrooms, WPA-CompPile Research Bibliographies, No. 25]
Keywords: wcenter, location, space, information-literacy, wcenter, library,wcenter-library, collaboration, cooperation, information literacy, information retrieval, library science, faculty-librarian, library, research instruction, WAC, librarian, writing tutor
Evertz, Kathy. (1999). Can the writing center be a liberatory center when it's also a WAC center?. [fulltext]. Writing Lab Newsletter 23.5, 1-4.
Fader, Daniel. (1980). Writing across the curriculum. http://comppile.org/archives/fforum/fforum2(1).htm [fulltext]. fforum: A Newsletter of the English Composition Board, University of Michigan 02.1, 37-39.
Keywords: WAC, program, curriculum, catalog, faculty-seminar, retraining, English Composition Board, University of Michigan,
Faery, Rebecca Blevins. (1993). Teachers and writers: The faculty writing workshop and writing across the curriculum. [fulltext]. Writing Program Administration 17.1-2, 31-42.
Keywords: faculty-workshop, WAC
Falconer, David R.; Martin Katz. (1992). Building an infrastructure to support writing across the computer science curriculum. In Technical Symposium on Computer Science Education (Ed.), Proceedings of the twenty-third SIGCSE technical symposium on Computer science education; Kansas City, MO: Association for Computing Machinery.
Keywords: WAC, computer, program, computer-science, faculty-opinion, student-opinion, infrastructure, communication systems
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
Flanigan, Michael. (1989). Establishing criteria for judgment: Writers construct methodologies for truth. ERIC Document Reproduction Service, ED 314 758.
Flanigan, Michael C.. (1988). WAC and literacy at the University of Oklahoma: Constructing a reality takes more than writing. ERIC Document Reproduction Service, ED 309 438.
Keywords: WAC, University of Oklahoma, faculty-workshop, pedagogy, needs-analysis
Flanigan, Michael C.. (1989). WAC: A point of departure to full literacy. ERIC Document Reproduction Service, ED 313 717.
Keywords: WAC, program-design, program-sustainability, faculty-resistance, faculty-workshop, University of Oklahoma
Foote, Walter. (1981). Teachers in all disciplines should teach writing. http://comppile.org/archives/fforum/fforum2(2).htm [fulltext]. fforum: A Newsletter of the English Composition Board, University of Michigan 02.2, 71-72, 88.
Fulwiler, Toby. (1981). A writing across the curriculum workshop [workshop synopsis]. http://comppile.org/archives/fforum/fforum2(3).htm [fulltext]. fforum: A Newsletter of the English Composition Board, University of Michigan 02.3, 113.
Fulwiler, Toby. (1986). Reflections: How well does writing across the curriculum work?. In Young, Art; Toby Fulwiler (Eds.), Writing across the disciplines: Research into practice; Portsmouth, NH: Boynton/Cook [ERIC Document Reproduction Service, ED 264 592].
Fulwiler, Toby; Michael E. Gorman; Margaret E. Gorman. (1986). Changing faculty attitudes toward writing. In Young, Art; Toby Fulwiler (Eds.), Writing across the disciplines: Research into practice; Portsmouth, NH: Boynton/Cook [ERIC Document Reproduction Service, ED 264 592].
Keywords: WAC, retraining, faculty-workshop, transformative, survey, sample, faculty-opinion, data
Fulwiler, Toby; Robert Jone. (1982). Assigning and evaluating transactional writing. In Fulwiler, Toby; Art Young (Eds.), Language connections: Writing and reading across the curriculum; Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 218 667].
Fulwiler, Toby; Robert Jones. (1979). Faculty workshops in writing. Freshman English News 08.2, 3-4, 13.
Describes writing workshops geared to solicit support from colleagues, department heads, and administrators. Lists topics addressed during the workshops. Evaluates the achievements and success of having such a forum for discussion. [Sue Hum]
Geller, Anne Ellen
. (2011). When in Rome. link to full text
. Frontiers: The Interdisciplinary Journal of Study Abroad 20 (Spring)
For this special issue on Study Abroad and the City, 'When in Rome' describes the development of St. John Universityâ€™s Summer Faculty Writing Institute at its Prati campus in Rome and explores how faculty participants' learning experiences abroad are enriched by the institutionâ€™s deep historical and religious connection to Rome as well as the modern city of Rome. 'When In Rome' also contends that creating a scholarly, reflective space for faculty to build a learning community far from their daily life on a campus in the United States is a powerful institutional investment in both faculty development and global education. The kind of faculty study abroad discussed in 'When in Rome' can lead to new collaborations within and across departments and the development of new courses with an international perspective. As well, having experienced study abroad themselves, faculty return to their home campuses with new perspectives on their disciplines as well as the value of international experiences in cities [author abstract]
Keywords: WAC, WID, faculty-workshop, teacher-as-writer, retreat, cross-disciplinary, abroad, contextual, St. John Universityâ€™s Summer Faculty Writing Institute, Prati, Rome
Givens, Stuart; Sheldon Halpern; Elmer Spreitzer. (1978). Who can evaluate writing?. College Composition and Communication 29.4, 396-397.
Glade, Fiona; Diane Kelly-Riley; Susan McLeod; William Condon. (2001). Faculty opinion and experience: The writing portfolio. In Haswell, Richard H. (Ed.), Beyond outcomes: Assessment and instruction within a university writing program; Westport, CT: Ablex.
Keywords: institutional, Washington State University, assessment, pedagogy, faculty-opinion, WAC, data, portfolio
Goetz, Donna. (1990). Evaluation of writing-across-the-curriculum programs. ERIC Document Reproduction Service, ED 328 917.
Gumnior, Elisabeth Christiane. (1994). The effects of writing across the curriculum efforts on school of business faculty at Indiana University [doctoral thesis]. Bloomington, IN: Indiana University.
Keywords: WAC, change, business-school, faculty-opinion, Indiana University
Gunn, Amanda M.. (2007). Relational communication as a central focus for the 'Communication Across the Curriculum' initiative. [Link]. Across the Disciplines 04.
Amanda Gunn argues that the CAC national discourse is disproportionately focused on basic communication skill development. She offers CAC program leaders and practitioners a relational communication approach as an alternative. A practical applications section suggests ways a CAC program might implement a Relational Communication Across the Curriculum (RCAC) model in faculty development initiatives. (Published August 10, 2007) [WAC Clearinghouse]
Keywords: CAC, WAC, communication across the curriculum, faculty development, professional development, relational communication across the curriculum, initiative
Halasz, Judith; Maria Brincker with the help of Deborah Gambs; Denise Geraci; Andrea Queeley; Sophie Solovyova. (2006). Making it your own: Writing fellows re-evaluate faculty 'resistance'. [Link]. Across the Disciplines 03.
Drawing on research and experience as doctoral Writing Fellows in the Borough of Manhattan Community College WAC Program, the authors explore faculty resistance through the lens of institutional, disciplinary, departmental, and personal constraints. The authors suggest that, if we listen and respond to faculty concerns, they become means to facilitate faculty engagement with and ownership of WAC. (Published August 24, 2006) [WAC Clearinghouse]
Keywords: WAC, WID, fellows, data, resistance
Hamilton, Sharon. (2002). Showdown at Midwestern U: The first-year composition war between English and economics. In Anson, Christopher M. (Ed.), The WAC casebook: Scenes for faculty reflection and program development; New York: Oxford University Press.
Haswell, Richard H.; Susan Wyche-Smith. (1994). Adventuring into writing assessment. College Composition and Communication 45.2, 220-236.
Keywords: assessment, test-design, WAC, placement, teacher-rater, faculty-participation, review-of-scholarship, implementation, testing-program, maintenance, Washington State University
Haynes, Carolyn; Shevaun Watson. (2009). Preparing liberal arts faculty to teach writing: A contextual-developmental model of faculty development. In Post, Joanna Castner; James A. Inman (Eds.), Composition(s) in the new liberal arts; Cresskill, NJ: Hampton Press.
Himley, Margaret; with Kelly Le Fave; Allen Larson; Susan Yadlon; the Political Moments Study Group. (1997). Political moments in the classroom. Portsmouth, NH: Boynton/Cook Publishers: Heinemann.
This book reprises the conversations of a group of educators in the writing program at Syracuse University over the course of two years. Through edited transcripts, reflective essays, and commentary, a panorama of political events unfolds as the participants share stories about actual classroom experiences. We see teachers reflecting on their roles as facilitators, coaches, and audience. We see students presenting opinions that polarize a classroom. We see academic departments embroiled in controversy as the traditional canon is accepted, challenged, or enlarged upon. And we see educators from across the political spectrum questioning what to teach, how to teach--and why. Appropriate for educators in all disciplines, Political Moments in the Classroom will have special meaning for teachers of writing and composition--areas widely perceived as 'content-free' since their substance derives from individual writers' choice of topic. Teachers in these areas most sharply face the dilemma of maintaining the classroom as a safe arena for free expression--even as they use the subjective criteria of language and rhetoric to manage it. [publisher's blurb]
Hocks, Mary E.; Daniele Bascelli. (1998). Building a writing-intensive multimedia curriculum. In Reiss, Donna; Dickie Selfe; Art Young (Eds.), Electronic communication across the curriculum; Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 416 561].
Hodne, Barbara D.. (1997). Please speak up: Asian immigrant students in American college classrooms. In Sigsbee, David L.; Bruce W. Speck (Eds.), Approaches to teaching non-native English speakers across the curriculum (New directions for teaching and learning, Vol.70); San Francisco, CA: Jossey-Bass.
Hoff, Katharine T.. (1992). WAC politics: Winning friends and influencing people. ERIC Document Reproduction Service, ED 344 234.
Keywords: WAC, political, faculty-workshop
Holdstein, Deborah H.. (2001). 'Writing across the curriculum' and the paradoxes of institutional initiatives. Pedagogy 01.1, 37-52.
Argues that faculty involved in WAC are often blissfully unaware of the motives of administrations that support WAC. Argues that WAC, which started as a "bottom-up" effort, can become institutionalized or "top-down." Observing a listserv, Holdstein finds that teachers think problems with WAC are peculiar to their university, rather than symptoms of a general problem: WAC being used deceitfully by universities. Holdstein warns that WAC can be used to avoid the issue of improving student writing. WAC can become public relations. Writing instruction may be shifted to teachers who have no interest in it; with no oversight, writing suffers. "Writing Intensive" classes may compartmentalize writing, counter to the spirit of WAC. Some universities are saying that WI classes should take the place of required composition classes. Holdstein warns that WAC may be "hijacked." Eric Martin wrote a rebuttal to this article. Available online via MUSE database. [WAC Clearinghouse]
Hunt, Russell A.; James A. Reither. (1994). A workshop: Knowledge in the making in writing, English, and other content courses. In Schryer, Catherine F.; Laurence Steven (Eds.), Contextual literacy: Writing across the curriculum; Winnipeg, Manitoba, Canada: Inkshed Publications.
Huot, Brian. (1997). Beyond accountability: Reading with faculty as partners across the disciplines. In Yancey, Kathleen Blake; Brian Huot (Eds.), Assessing writing across the curriculum: Diverse approaches and practices; Greenwich, CT:Ablex [ERIC Document Reproduction Service, ED 445 351].
Jenkins, Susan; Mary Kaye Jordan; Patricia O. Weiland. (1993). The role of writing in graduate engineering education: A survey of faculty beliefs and practices. English for Specific Purposes 12.1, 51-68.
Kalmbach, James R.. (1986). The politics of research. In Young, Art; Toby Fulwiler (Eds.), Writing across the disciplines: Research into practice; Portsmouth, NH: Boynton/Cook [ERIC Document Reproduction Service, ED 264 592].
Keywords: WAC, research, political, faculty-opinion, data
Kelly, Kathleen A.. (1985). Writing across the curriculum: What the literature tells us. ERIC Document Reproduction Service, ED 274 975.
Kinneavy, James; interviewed by Kristine F. Anderson. (1984). An interview with James Kinneavy on writing across the curriculum programs. Writing Across the Curriculum [Southern Technical Institute] 02.1, 4-5.
Keywords: decline, SAT-testing, WAC, program, implementation, faculty inertia, turf, cost, faculty-motivation, incentive, University of Texas at Austin, intensive, future
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
Kleinsasser, Audrey M.; N. Collins; J. Nelson. (1994). Writing in the disciplines: Teacher as gatekeeper and as border crosser. Journal of General Education 43.2, 117-133.
Keywords: WAC, follow-up, faculty-workshop, University of Wyoming, discipline-metaphor, teacher-perception, gate-keeping, border-crossing, gatekeeping
Kosow, Irving. (1986). Introducing writing in the engineering curriculum. Writing Across the Curriculum [Southern Technical Institute] 03.2 , 10-11.
Lee, Virginia S.. (2004). Mastering inquiry-guided learning one step at a time: Faculty development and dissemination. In Lee, Virginia S. (Ed.), Teaching and learning through inquiry: A guidebook for institutions and instructors; Sterling, VA: Stylus.
Lindblom, Kenneth; Patricia A. Dunn. (2004). Cooperative writing 'program' administration at Illinois State Normal University: The Committee on English of 1904-05 and the influence of Professor J. Rose Colby. In L'Eplattenier; Lisa Mastrangelo (Eds.), Historical studies of writing program administration: Individuals, communities, and the formation of a discipline; West Lafayette, IN: Parlor Press.
Keywords: WPA, Illinois State Normal University, June Rose Colby, Harvard narrative, normal college, cooperative, professional movement, Committee on English, historical, WAC, cooperative language instruction, language-use, error, pedagogy, student-centered, samples (ISNU Faculty Meeting Minutes, 27 September 1904: [Report One of] The Committee on English, 4 April, 1905: Report [Two] of the Committee on English), discipline, English-profession
Lory, Alice; Gene Coggshall; Barbara Adams; Patricia Pesoli-Bishop. (1977). We must all teach writing. ERIC Document Reproduction Service, ED 145 475.
Magnotto, Joyce. (1991). Faculty writing groups a useful addition to WAC programs. Composition Chronicle Newsletter 04.4, 7-8.
Keywords: support-group, faculty, WAC
Mahala, Daniel; Jody Swilky. (1994). Resistance and reform: The function of expertise in writing across the curriculum. http://wac.colostate.edu/atd/archives.cfm [full-text]. Language and Learning Across the Disciplines 01.2, 35-62.
We want to consider both the programmatic structure and research initiatives of WAC reform. We will consider how competing forms of expertise are currently affecting the practices of undergraduate education, at both the center and the margins of the curriculum, and how these competing forms enable and constrain WAC reform. Thus, we will discuss not only how WAC has been conceived in relation to dominant programs and structures, but how alliances among programs informed by emergent and residual forms of expertise present possibilities for WAC reform that have yet to be adequately explored. [WAC Clearinghouse]
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].
Marko, Tamera; Osorio, Mario; Ernesto; Sepenoski, Eric; Catalani, Ryan. (2015). Proyecto Carrito ? When the student receives an ?A? and the worker gets fired: Disrupting the unequal political economy of translingual rhetorical mobility. Full Text. Literacy in Composition Studies 03.1, 21-43.
Article for LiCS special issue The New Activism: Composition, Literacy Studies, and Politics.
Martin, Eric V.. (2001). WAC paradoxes revisited: A program director's response [to Deborah Holdstein]. Pedagogy 01.2, 275-286.
Martin is responding to Deborah Holdstein’s article “”Writing Across the Curriculum” and the Paradoxes of Institutional Initiatives.” He agrees that WAC programs have become “top-down,” and that programs don’t always work. But he disagrees about the cause. WAC proponents are aware that they need to convince teachers from other disciplines that writing is worth the effort, he says. The real problem is resistance from these teachers, and the solution is to not impose WAC from above, but begin with dialog with faculty. Martin also disagrees that universities use WAC deceptively. In his experience, administrators feel real pressure from businesses and community members, and really want writing to improve. But WAC directors are often not given enough access to upper administration, and so don’t have enough input. With all the different faculty agendas, WAC gets lost in the absence of clear leadership. Martin also has seen no evidence that WI classes will replace composition classes. In his experience, administrators push for more writing classes, because they feel pressure to do so. Martin says there are no sinister motives behind WAC, although mistakes have been made in implementation. [WAC Clearinghouse]
McGee, Diane; Christine Starnes; John Abbott College [Sainte Anne de Bellevue, Quebec]. (1988). Evaluation as empowerment: Holistic evaluation across the curriculum. ERIC Document Reproduction Service, ED 319 425.
Keywords: John Abbott College [Montreal], Canada, assessment, holistic, WAC, write-to-learn, faculty-opinion, student-opinion, grading, contrast-group, data, sample rating rubric
McGovern, Thomas V.; Deborah L. Hogshead. (1990). Learning about writing, thinking about teaching. Teaching of Psychology 17.1, 5-10.
Keywords: WAC, retraining, faculty-workshop, Virginia Commonwealth University, psychology-course, teacher-evaluation, bibliography
McLeod, Susan. (1995). From the WAC seminar director's desk. Writing Program Newsletter [Washington State University] 01.1, 4.
Keywords: Washington State University, WAC, faculty seminar
McLeod, Susan H.. (1984). Writing across the curriculum: Final report. San Diego, CA: San Diego State University.
Keywords: WAC, grant (1982-1984), faculty-workshop, San Diego State University, materials, data
McLeod, Susan H.. (1988). Translating enthusiasm into curricular change. In McLeod, Susan H. (Ed.), Strengthening programs for writing across the curriculum; San Francisco, CA: Jossey-Bass.
McLeod, Susan; Elaine Maimon. (2000). Clearing the air: WAC myths and realities. College English 62.5, 573-583.
McLeod and Maimon respond to 'WAC Myths' they have encountered at conferences, and particularly in articles by C. Knoblauch and Lil Brannon, and by Daniel Mahala. They feel that the history of WAC is misunderstood, leading to misconceptions about WAC today; therefore, they try to re-historicize and redefine WAC. They deny that WAC began as 'grammar across the curriculum.' They deny that there is a 'technical correctness' camp in WAC, and that this campís goals are expressed in WID. They answer Mahala in particular, and say that WAC has always taught both exploratory, ìwriting to learnî assignments, and disciplinary writing. But the latter does not imply teaching 'correctness.' Instead, WID is rhetorical. It allows students to learn the purposes and expectations of writing in their field; it also makes faculty express and clarify what they expect out of disciplinary writing. For the authors, WID is part of WAC, and should be, and always has. [WAC Clearinghouse]
Keywords: writing across the curriculum, WAC, myth, demystification, WID, writing in the disciplines, pedagogy, pedagogy, curriculum, faculty development
Medway, Peter; Ivor Goodson. (1984). Cooperative learning. In Martin, Nancy (Ed.), Writing across the curriculum pamphlets; Upper Montclair, NJ: Boynton/Cook.
Miller, Richard L.; W. Wozniak; M. Rust; B. Miller; J. Slezak. (1996). Counterattitudinal advocacy as a means of enhancing instructional effectiveness: How to teach students what they do not want to know. Teaching of Psychology 23.4, 215-219.
Mullin, Joan; Susan Schorn. (2007). Enlivening WAC programs old and new. [fulltext]. WAC Journal 18, 5-18.
Keywords: WAC, program, change, University of Texas at Austin, course-design, online, web-based, teacher-growth, faculty-retreat, faculty-workshop, teaching fellow, assignment, survey, alumn-opinion, data, sample
Mullin, Joan; Susan Schorn; Tim Turner; RachelHertz; Derek Davidson; Amanda Baca. (2008). Challenging our practices, supporting our theories: Writing mentors as change agents across discourse communities. [fulltext]. Across the Disciplines 05.
Keywords: teaching fellow, WAC, University of Texas at Austin, peer-mentor, peer-tutor, student-motive, wcenter, data, student-growth, faculty-growth, mentor
Nembhard, Judith P.. (1986). Stimulating the teaching of writing by the inservice conference. College Teaching 34.2, 63-65.
Keywords: Howard University, faculty-workshop, academy-workplace, expert, authorship, WAC, in-service, conferencing
Nold, Ellen W.. (1979). Nuts and normals: Helping them teach writing across the curriculum. ERIC Document Reproduction Service, ED 185 545.
Keywords: WAC, pedagogy, retraining, faculty
Odell, Lee. (1983). How English teachers can help their colleagues teach writing. In Stock, Patricia L. (Ed.), Fforum: Essays on theory and practice in the teaching of writing; Upper Mountclair, NJ: Boynton/Cook.
Patton, Martha D.; Aaron Krawitz; Kay Libbus; Mark Ryan; Martha A. Townsend. (1998). Dealing with resistance to WAC in the natural and applied sciences. http://wac.colostate.edu/atd/archives.cfm [full-text]. Language and Learning Across the Disciplines 03.1, 64-76.
In this essay, three Campus Writing Board members and experienced WI teachers from mechanical engineering, nursing, and natural resources share their perspectives on resistance to WAC. [WAC Clearinghouse]
Patton, Martha D.; Jo Ann Vogt. (2007). The center will not hold: Redefining professionalism in the academy. In Dew, Debra Frank; Alice S. Horning (Eds.), Untenured faculty as Writing Program Administrators: Institutional practices and politics; West Lafayetter, IN: Parlor Press.
Keywords: WPA, professionalism, junior faculty, anecdote, tenure, jWPA, exploitation, reformist jWPA-values, case study, Mary Licklider, University of Missouri, Jo Ann Vogt, Marty Patton, social responsibility, collaboration, WAC, English, Rhetoric and Composition, Campus Writing Program, part-time, untenured, WPA, institutional, political, English-profession
Pavlik, Robert A.. (1978). Improving reading and writing in the content fields: High schools and colleges can cooperate. Journal of Reading 21.7, 590-592.
Keywords: University of Northern Colorado, articulation, school-college, faculty-workshop, WAC
Peary, Alexandria. (2012). Spectators at their own future: Creative writing assignments in the disciplines and the fostering of critical thinking. full text. WAC Journal 23, 65-81.
Portillo, Margaret; Gail Summerskill Cummins. (1998). Creativity, collaboration, and computers. In Reiss, Donna; Dickie Selfe; Art Young (Eds.), Electronic communication across the curriculum; Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 416 561].
Keywords: computer, WAC, University of Kentucky, faculty-workshop, creativity, email, teacher-cooperation
Raimes, Ann. (1979). Writing and learning across the curriculum: The experience of a faculty seminar. ERIC Document Reproduction Service, ED 176 327.
Keywords: Hunter College, WAC, faculty-seminar
Raimes, Ann. (1980). Response [to Mary Saunders]. College English 42.3, 308-309.
Keywords: WAC, faculty-workshop
Raimes, Ann. (1980). Writing and learning across the curriculum: The experience of a faculty seminar. College English 41.7, 797-801.
Rasmussen, Robert A.. (1983). Writing across the disciplines at Humboldt State University. [full text]. The Quarterly of the National Writing Project 06.1, 6-8.
Keywords: WAC, program, Humboldt State University [California], faculty-workshop, pedagogy, science-course, assignment, in-class
Redd, Teresa M.. (1998). Accommodation and resistance on (the color) line: Black writers meet white artists on the internet. 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].
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
Rivlin, Harry N.. (1942). The writing of term papers. Journal of Higher Education 13 (June), 314-320, 342.
Rose, Mike. (1979). When faculty talk about writing. College English 41.3, 272-279.
Describes UCLA's Writing Research Project, a campus wide writing conference involving faculty and teaching assistants from a variety of disciplines. Distinguishes between writing practices, standards, and evaluation in other disciplines and those of the English department. Maintains the importance of inter departmental involvement in writing instruction, rewarding faculty involvement in writing instruction and research, and developing new curricula and evaluation standards. [Sue Hum]
Schick, Kurt; Lincoln Gray; Cindy Hunter; Nancy Poe; Karen Santos. (2011). Writing in action: Scholarly writing groups as faculty development. full text. Journal on Centers for Teaching and Learning 03, 43-63.
The authors trace the five-year development and implementation of scholarly writing groups at a public, teaching-oriented university. Using modest resources, writing groups thrive because they efficiently serve all stakeholders: faculty members get much needed support for their scholarly writing; facilitators (writing center professionals) learn about writing across disciplines; and the university benefits from an enhanced academic culture. Another outcome is helping faculty identify with student experiences and, as a result, improving teaching and writing across the curriculum.
Shapiro, Ann. (1991). WAC and engineering, or why engineers can't write. ERIC Document Reproduction Service, ED 332 199.
Keywords: SUNY Farmingdale, WAC, engineering, faculty-workshop, report-writing, laboratory-report, genre, criteria, interdisciplinary, conflict, program history
Shea, Kelly A.; Mary McAleer Balkun; Susan A. Nolan; John T. Saccoman; Joyce Wright. (2006). One more time: Transforming the curriculum across the disciplines through technology-based faculty development and writing-intensive course redesign. [Link]. Across the Disciplines 03.
Shea and her colleagues describe a WAC project, born of their university's commitment to writing and ubiquitous computing, that engaged nearly 70 faculty members in WAC training over four years. The authors describe the project and its results, emphasizing three case studies of faculty members from psychology, mathematics, and nursing. (Published February 21, 2006) [WAC Clearinghouse]
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]
Smithson, Isaiah. (1986). Introduction: Writing as a subversive activity [to special issue on writing across the curriculum]. ERIC Document Reproduction Service, ED 277 004. Illinois English Bulletin 74.1, 3-6.
Soven, Margot. (1984). Changes in teaching practices: What happens after the writing across the curriculum workshop?. ERIC Document Reproduction Service, ED 248 520.
Keywords: WAC, faculty-workshop, La Salle University, follow-up, assignment, program-validation, pedagogy, list, checklist, correction-symbol, data
Soven, Margot. (1988). Beyond the first workshop: What else can you do to help faculty?. In McLeod, Susan H. (Ed.), Strengthening programs for writing across the curriculum; San Francisco, CA: Jossey-Bass.
Keywords: WAC, faculty-workshop
Soven, Margot. (1993). The advanced writing across the curriculum workshop: The perils of reintroducing rhetoric. ERIC Document Reproduction Service, ED 357 385.
Thaiss, Chris. (1997). Reliving the history of WAC--every day. ERIC Document Reproduction Service, ED 403 597.
Keywords: WAC, history, George Mason University, faculty-workshop, change
Thaiss, Chris; Terry Meyers Zawacki. (2002). Questioning 'alternative' discourse: Reports from across the disciplines. In Schroeder, Christopher L.; Helen Fox; Patricia Bizzell (Eds.), ALT DIS: Alternative discourses and the academy; Portsmouth, NH: Boynton/Cook Heinemann.
Thorlaksson, Brooks; Victor Lams. (1982). Writing assignments generated at workshop in 'Writing in the Disciplines', California State University, Chico, April 22-23, 1982, and directory of participants. Chico, California: California State University, Chico.
Keywords: assignment, WAC, WID, sample, faculty-workshop, California State University, Chico
Tobia, Susan; Joseph Howard. (1990). How to strengthen a faculty development program: Before, during, and after. ERIC Document Reproduction Service, ED 322 488.
Keywords: two-year, Community College of Philadelphia, WAC, faculty-workshop, summer, syllabus
Townsend, Martha A.. (2002). To teach or not to teach. In Anson, Christopher M. (Ed.), The WAC casebook: Scenes for faculty reflection and program development; New York: Oxford University Press.
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
Tweet, Roald D.. (1979). Writing as a college-wide concern. ERIC Document Reproduction Service, ED 166 729.
Van't Hul, Bernard. (1980). Who should teach writing . . . and why . . . and how. http://comppile.org/archives/fforum/fforum1(3).htm [fulltext]. fforum: A Newsletter of the English Composition Board, University of Michigan 01.3, 74-76.
Walvoord, Barbara E.. (1993). How to get discipline-based faculty into WAC workshops. Composition Chronicle Newsletter 05.9, 8-9.
Keywords: WAC, faculty-workshop, disciplinary
Walvoord, Barbara E.. (1996). The future of WAC. College English 58.1, 58-79.
Keywords: WAC, history, USA, change, social movement, workshop, faculty-retraining, political, intensive,
Washburn University WAC Discussion Group. (2000). Faculty collaboration on writing-across-the-curriculum assignments: Linking teaching and scholarship. [fulltext]. Language and Learning Across the Disciplines 4.1.
Drawing on Herrington's assertion that WAC programs should be guided by collaborative faculty reflection and on Fulwiler's claim that mutually beneficial publication projects are integral to WAC success, these authors state that collaborating on experimental assignments can be an important link between teacherly reflection and scholarly publication.
Keywords: WAC, WID, writing across the curriculum, Washburn, collaborating, faculty retraining, reflection, pedagogy, pedagogy
Washburn, Jo. (1995). Help along the way. Writing Program Newsletter [Washington State University] 01.1, 4, 8.
Young, Art. (1986). Rebuilding community in the English Department. In Young, Art; Toby Fulwiler (Eds.), Writing across the disciplines: Research into practice; Portsmouth, NH: Boynton/Cook [ERIC Document Reproduction Service, ED 264 592].
Young, Art. (1994). The wonder of writing across the curriculum. full-text. Language and Learning Across the Disciplines 01.1, 58-71.
Structurally, a synthesis of reflection, information, and advocacy regarding writing across the curriculum; makes evident the continual need for WAC through a pedagogic lens; examines four significant premises that have undergirded the WAC movement and have thus allowed for students to become engaged in and supported by an educational setting, particularly academia: writing to learn, writing to communicate, writing as a social process, and writing as a social action; contextualizes the controversial nature of WAC by bringing to light the cross-institutional and conceptual resistance that it has faced; and concludes with a writing-to-learn assignment tested in a variety of disciplines and student writing from Young’s own classroom. [Blaise Bennardo]
Young, Carolyn; Judith Powers. (1995). Helping faculty work with international writers across the disciplines. ERIC Document Reproduction Service, ED 393 314.
Keywords: WAC, ESL, faculty-workshop, retraining
Young, Richard E.. (1994). Impediments to change in writing-across-the-curriculum programs. In Winterowd, W. Ross; Vincent Gillespie (Eds.), Composition in context: Essays in honor of Donald C. Stewart; Carbondale, IL: Southern Illinois University Press.
Zawacki, Terry Myers; Anna Sophia Habib. (2010). 'Will our stories help teachers understand?' Multilingual students talk about identity, academic writing, and expectations across academic communities. In Cox, Michelle; Jay Jordan; Christina Ortmeier-Hooper; Gwen Gray Schwartz (Eds.), Reinventing identities in second language writing; Urbana, IL: National Council of Teachers of English.
Zawacki and Habib present data from interviews with 26 second language writers from across the curriculum on their experiences negotiating voice, identity, and writing as well as faculty representing 15 disciplines on their experiences and perspectives on second language writers. This study is part of a larger action research project run by a research team composed of WAC, writing center, and English Language Institute professionals, a project that has resulted in an institutional publication, Valuing Written Accents: Nonnative Students Talk about Identity, Academic Writing, and Meeting Teachers’ Expectations, and website, Valuing Written Accents. This article focuses on student and teacher perspectives on originality, voice, fluency, accuracy, transfer, and reflection in L2 student writing. [Michelle Cox, WAC/WID and Second Language Writers (Part 3: Studies that Look at L2 Writer across Disciplines), WPA-CompPile Research Bibliographies, No. 8]