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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Abels, Kimberly Town. (1994). Reconsidering writing across the curriculum: Language as a contested site in the discipline of dance [doctoral thesis]. Columbus, OH: Ohio State University.
Keywords: WAC, contested, literacy, disciplinary, metaphor, dancing, kinesthetic, body
Addison, Joanne; Sharon James McGee. (2010). Writing in high school/writing in college: Research trends and future directions. College Composition and Communication 62.1, 147-179.
Outlines major large-scale writing research projects done within the ten years preceding article publication. Using student responses to the National Survey of Student Engagement’s (NSSE) 'writing-specific' questions, Addison and McGee identified five scales that 'describe the quality of undergraduate writing and establish that certain types of writing are substantially related to NSSE’s deep learning subscales, especially higherorder thinking and integrative learning,' through investigating: pre-writing activities, instructor articulation of clear expectations, the assignment of higher-order writing tasks, good instructor practices such as student collaboration, sample review and opportunities for writing practice, and evidence of student use of integrated media like the inclusion of visual content in their writing. Upon comparison of the aggregate data from the studies referenced above using these five scales, Addison and McGee found that college and high school faculty across the curriculum only diverged in their practices in terms of assigning higher-order writing tasks and using integrated media . Yet, college faculty tended to provide fewer opportunities for peer review and 'informal, exploratory' writing. Alternately, student and teacher as well as instructor-workplace perceptions and expectations about writing were far less congruent. In response, calls for the following future actions: the creation of 'WAC-centered vertical curriculum' between high schools and colleges that concretely emphasizes the transfer of skills related to not only essay but also narrative and critical research-based writing , including interdisciplinary rhetorical analysis and workplace genres; the establishment of future research partnerships between large organizations like NSSE and WPA jointly guided by the Committee on Research and Committee on Professional Visibility and Databases within CCCC; and the formation of an online repository by NCTE/CCCC to archive the raw data and tools used in writing studies as a resource for upcoming research and advocacy efforts [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: writing-studies, school-college, articulation, literacy, WAC, scale, deep learning, curriculum, workplace, genre, best-practices, academic, research-method, future, trend, National Survey of Student Engagement’s (NSSE), WPA Committee on Research and Committee on Professional Visibility and Databases, CCCC, data repository, digital, rhetorical-analysis, interdisciplinary, trend
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].
Anderson, JoAnn Romeo; Nora Eisenberg; Harvey S. Wiener. (1991). Literacy and learning: Integrated skills reinforcement. 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].
Archer, Arlene . (2011). Dealing with multimodal assignments in writing centers. Writing Lab Newsletter 35.9-10, 10-13.
Keywords: wcenter, multimodality, multimedia, multi-media, multi-modal, mixed genre, multiliteracy, multilateral, graphics, graphic elements, visuals, picture, eye-based, optical, pictorial, graph, chart, illustration, table, drawing, imagery, image, tutor-training, tutor training, training of tutors, writing center training, consultant training, communication across the curriculum, WAC/CAC, CAC/WAC, ECAC, disciplinary writing, writing in the disciplines, WID, writing across the curriculum, cross-campus, university wide, campus wide, writing-across-the-curriculum
Bailey, Richard W.; Fosheim, Robin Melanie (Eds.). (1983). Literacy for life: The demand for reading and writing. New York: Modern Language Association of America [ERIC Document Reproduction Service, ED 253 880].
Barber, John F.. (2000). All watched over by machines of loving grace: Promoting cybernetic ecology in writing classrooms. [Link]. Academic.Writing 1.
Howard Rheingold envisions 'cybernetic architectures' or worlds and ways to be in them (88). John Markoff writes about the creation of 'post-textual literacy' based on digital audio-visual rather than textual thinking that will offer us the opportunity to manipulate intertextuality in ways never before possible using only words and traditional face-to-face educational contexts (5). Building on these images, it is not a stretch to posit that computers and fiction and / or poetry classrooms can sustain each other in a 'cybernetic ecology' that might transcend the time, space, and place boundaries of the traditional classroom, provide access to far-flung resources, promote broader collaborative opportunities among colleagues, and orient such collaboration toward a broad spectrum of humanistic endeavor. The implications are not only interesting and challenging but necessary to address. [WAC Clearinghouse]
Bazerman, Charles. (2007). WAC for cyborgs: Discursive thought in information rich environments. In Takayoshi, Pamela; Patricia Sullivan (Eds.), Labor, writing technologies, and the shaping of composition in the academy; Cresskill, NJ: Hampton Press.
Keywords: Academic Writing Consulting and WAC: Methods and Models for Guiding Cross-Curricular Literacy Work, by Jeffrey Jablonski, WAC, consultancy, academic, literacy, guidelines, cross-disciplinary
Bergmann, Linda S.. (2008). Writing centers and cross-curricular literacy programs as models for faculty development [review essay]. Pedagogy 08.3, 523-536.
Keywords: wcenter, cross-curricular, literacy, WAC, teacher-growth, literacy program
Beyer, Catharine Hoffman; Gerald M. Gillmore; Andrew T. Fisher. (2007). Inside the undergraduate experience: The University of Washington's study of undergraduate learning. San Francisco, CA: Jossey-Bass.
The University of Washington's Study of Undergraduate Learning (UW SOUL) tracked 304 entering freshmen and transfer students as they moved through their college experience from fall 1999 to spring 2003. Unparalleled in its scope, this longitudinal study focused on six areas of learning: writing, critical thinking/problem solving, quantitative reasoning, information literacy, understanding and appreciating diversity, and personal growth. This book provides faculty, staff, and administrators at two- and four-year institutions with a model of assessment that both captures the complexity of the undergraduate experience and offers practical information about how to improve teaching and learning. Data from surveys, open-ended email questions, interviews, focus groups, and portfolios make it possible for the authors to create case studies of individual learning paths over time, as well as to report the group s aggregate experience. Honoring the authenticity of student voices, this book illuminates the central roles played by the academic disciplines and by faculty in undergraduate learning, offering powerful evidence for the argument that assessment of student learning is most complete and most useful when conducted at the department level. [publisher's blurb]
Keywords: longitudinal, data, University of Washington, undergraduate, critical-thinking, problem-solving, quantitative reasoning, diversity, information literacy, personal growth, development, survey, focus group, case-study, portfolio, self-report, self-evaluation, argumentation, WAC, research-based, undergraduate
Brause, Rita S.. (1992). Literacy: A learning source. In Hedley, Carolyn; Dorothy Feldman; Patricia Antonacci (Eds.), Literacy across the curriculum.
Keywords: literacy, WAC
Chew, Charles. (1992). Policies for literacy. In Hedley, Carolyn; Dorothy Feldman; Patricia Antonacci (Eds.), Literacy across the curriculum.
Keywords: literacy, WAC
Church, Kathleen; Arizona Board of Regents. (1988). Undergraduate literacy programs at Arizona universities. ERIC Document Reproduction Service, ED 306 802.
Clugston, Marie. (1997). The teaching of communication skills in a health science faculty. In Golebiowski, Zofia (Ed.); Victoria University of Techology [Melbourne, Australia]; Policy and practice of tertiary literacy: Selected proceedings of the first National Conference on Tertiary Literacy [Melbourne, Australia, March 14-16, 1996] (Research and practice, Vol. 1); ERIC Document Reproduction Service, ED 414 822.
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
Daisey, Peggy. (1993). Three ways to promote the values and uses of literacy at any age. Journal of Reading 36.6, 436-440.
Keywords: literacy, journal-writing, read-aloud, bibliotherapy, reading-course, WAC, growth, emotion, social
Daisey, Peggy. (1996). Promoting literacy in secondary content area classrooms with biography projects. Journal of Adolescent & Adult Literacy 40.4, 270-278.
Daro, Philip; Solomon Garfunkel (co-chairs, mathematics panel); Richard P. Duran; Sally Hampton; Catherine E. Snow (co-chairs, English panel). (2013). What does it really mean to be college and work ready? The mathematics and English literacy required of first year community college students. Washington, D. C.: National Center on Education and the Economy.
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
D’Angelo, Barbara J.; Barry M. Maid. (2004). Moving beyond definitions: Implementing information literacy across the curriculum. Journal of Academic Librarianship 30.3, 212-217.
Describes the integration of information literacy in courses in the Multimedia Writing and Technical Communication program at Arizona State East. Argues for developing library instruction modeled after writing across the curriculum programs. [Ruth Mirtz]
Ellis, Viv; Donna LeCourt. (2002). Literacy in context: A transatlantic conversation about the future of WAC in England. [fulltext]. Language and Learning Across the Disciplines 5.3.
This is a story of WAC efforts that are indelibly marked by national differences in higher education and institutional structures which account not only for differing statuses for WAC efforts in our respective countries, but also for, surprisingly, different conceptions about writing itself and its function in higher education.
Keywords: WAC, WID, writing across the curriculum, global, international, England, literacy
Elmborg, James K.. (2003). Information literacy and writing across the curriculum: Sharing the vision. References Services Review 31.1, 68-80.
Keywords: WAC, information retrieval, information literacy, sharing
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
Fader, Daniel. (1964). Teaching English at Boys' Training School. Ann Arbor, MI: University of Michigan, Bureau of School Services.
Keywords: school, WAC, literacy, functional, Maxey Boys Training School [Whitmore Lake, Michigan]
Fader, Daniel. (1981). On nurturing the individual voice. http://comppile.org/archives/fforum/fforum2(2).htm [fulltext]. fforum: A Newsletter of the English Composition Board, University of Michigan 02.2, 53-54, 91.
Fedderson, Kim. (1994). Limited literacies: English instruction in Ontario's community colleges. In Schryer, Catherine F.; Laurence Steven (Eds.), Contextual literacy: Writing across the curriculum; Winnipeg, Manitoba, Canada: Inkshed Publications.
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
Forman, Janis. (1993). Business communication and composition: The writing connection and beyond. Journal of Business Communication 30.3, 313-352.
This article considers business communication's current and potential borrowing from composition studies as well as the constraints on such borrowing. It uses a citation analysis and a study of the arguments in business communication articles published in The Journal of Business Communication to identify the current state of composition's impact on research in business writing. After exploring the factors that may impede additional borrowing from composition, it discusses three major areas of composition studies that may profitably influence research in business communication: the historical and theoretical study of composition as a discipline, multicultural and literacy studies, and contemporary critical and social theory. [author's abstract]
Fulwiler, Toby. (1983). Why we teach writing in the first place. http://comppile.org/archives/fforum/fforum4(2).htm [fulltext]. fforum: A Newsletter of the English Composition Board, University of Michigan 04.2, 122-133.
Garner, Mark. (1997). Some questions about integrated communication skills programmes. In Golebiowski, Zofia (Ed.); Victoria University of Techology [Melbourne, Australia]; Policy and practice of tertiary literacy: Selected proceedings of the first National Conference on Tertiary Literacy [Melbourne, Australia, March 14-16, 1996] (Research and practice, Vol. 1); ERIC Document Reproduction Service, ED 414 822.
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
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.
Hedley, Carolyn N.; Dorothy Feldman; Patricia Antonacci (Eds.). (1992). Literacy across the curriculum. Norwood, NJ: Ablex.
Keywords: literacy, WAC
Highfield, Kathy; Julie Folkert. (1997). Book-Club: The content-area connection. In McMahon, Susan I.; Taffy E. Raphael; with Virginia J. Goatley; Laura S. Pardo, (Eds.); The book club connection: Literacy learning and classroom talk; New York: Teachers College Press.
Keywords: book club, pedagogy, literacy, WAC
Hirvela, Alan. (2005). Computer-based reading and writing across the curriculum: Two case studies of L2 writers. Computers and Composition 22.3, 337-356.
Inglese, Terry. (2010). Can archived TV interviews with social sciences scholars enhance the quality of students' academic writing?. In Bazerman, Charles; et al. (Eds.), Traditions of writing research; London: Routledge.
Jacobson, Trudi E.; Thomas P. Mackey. (2007). Information literacy collaborations that work (Information Literacy Sourcebooks). New York: Neal-Schuman Publishers.
Keywords: collaborative, information literacy, WAC, higher education, web 2.0, digital
Journet, Debra; Steve Cohen; Rachel Gramer; Megan Faver Hartline; Keri Mathis; Tony O'Keeffe; Kendra Sheehan; Jessica Winck. (2015). ClarissaBlogs: Narrative, writing, and the self. Link to full text
. Kairos: A journal of rhetoric, technology, and pedagogy 19.2.
"Our goals in this webtext are to 1) document our reflexive examination of the connections among narrative, writing, and the self that we performed as we read, responded to, analyzed, and wrote about Clarissa and blogs; and 2) offer a series of interpretive claims about how narrative functions as a powerful tool for the construction of a self, especially when that self is built within rhetorical interchange."
Kells, Michelle Hall. (2007). Writing across communities: Deliberation and the discursive possibilities of WAC. Reflections: A Journal of Writing, Service-Learning, and Community Literacy 6.1, 87-108.
This article argues that traditional models of WAC too narrowly privilege academic discourse over other discourses and communities shaping the worlds in which our students live and work. Writing Across Communities
represents a shift in paradigm informed by Ecocomposition, New Literacy Studies, and Sociolinguistics. A Writing Across Communities
approach to writing program reform foregrounds dimensions of ethnolinguistic diversity and civic engagement in contrast to other models of WAC currently institutionalized across the nation. Writing Across Communities, as a resistance discourse, calls for transdisciplinary dialogue that demystifies the ways we make and use knowledge across communities of practice. [Reflections]
Kist, William R.. (1999). Case studies of 'new literacy' in practice [doctoral thesis]. Kent State University.
Keywords: case-study, literacy, high-school, history-course, new literacy-studies, pedagogy, WAC
LeBlanc, Elizabeth; Carolyn N. Hedley. (1992). The reflective teacher. In Hedley, Carolyn; Dorothy Feldman; Patricia Antonacci (Eds.), Literacy across the curriculum.
Keywords: literacy, WAC
LeCourt, Donna. (1996). WAC as critical pedagogy: The third stage?. http://www.jacweb.org/archives.htm [full text]. JAC: Journal of Advanced Composition 16.3, 389-406.
LeCourt extends McLeod's notion of WAC consultants being agents of change and experimentation by suggesting that WAC consultants move beyond their current perceptions of disciplinary communities as being too rigid and resistant to changes in the teaching of writing within their disciplines. As the 'third stage' of WAC, LeCourt suggests that WAC consultants not only to use students as 'active partners' in creating change within foundationalist disciplines, but also use critical theory to bridge the gap between the two communities. [WAC Clearinghosue]
London, Clement B. G.. (1992). Curriculum as transformation: A case for the inclusion of multiculturality. In Hedley, Carolyn; Dorothy Feldman; Patricia Antonacci (Eds.), Literacy across the curriculum.
Long, Casey M.; Milind M. Shrikhande. (2010). Using citation analysis to evaluate and improve information literacy instruction. In Mackey, Thomas P.; Trudi E. Jacobson (Eds.), Collaborative information literacy assessments;New York: Neal-Schuman.
Keywords: citation-analysis, information literacy, pedagogy, George State University, WAC, program-validation, WAC, research-method
Marek, Edmund A.. (1992). Conceptualizing in science. In Hedley, Carolyn; Dorothy Feldman; Patricia Antonacci (Eds.), Literacy across the curriculum.
Keywords: literacy, WAC
Marius, Richard. (1992). Writing across the curriculum. In Kline, Nancy (Ed.), How writers teach writing; Englewood Cliffs, NJ: Prentice Hall.
Martins, David; Thia Wolf. (2005). Classroom-based tutoring and the 'problem' of tutor identity: Highlighting the shift from writing center to classroom-based tutoring. In Spigelman, Candace; Laurie Grobman (Eds.), On location: Theory and practice in classroom-based writing tutoring; Logan, UT: Utah State University Press.
McClure, Randall. (2009). Examining the presence of advocacy and commercial websites in research essays of first-year composition students. link to full text. WPA: Writing Program Administration 32.3, 49-74.
McClure, Randall; Lisa Baures. (2007). Looking in by looking out: The DNA of composition in the information age. full text. C&C Online (Fall).
Keywords: information literacy, objective, rhetorical knowledge, critical-thinking, process, information retrieval, Association of College and Research Libraries standards, WAC
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
Miller, Thomas P. . (2015). Literacy, Economy, and Power: Writing and Research after Literacy in American Lives [book review]. link to full text. Literacy in Composition Studies 03.3, 134-137.
Keywords: Literacy, Economy, and Power: Writing and Research after Literacy in American Lives, edited by John Duffy, Julie Nelson Christoph, Eli Goldblatt, Nelson Graff, Rebecca S. Nowacek, and Bryan Trabold, literacy, literacy-narrative, literacy-studies
Myers, Miles. (1985). The National Writing Project: Literacy and teaching. National Forum: Phi Kappa Phi Journal 65.4, 32-34.
Keywords: National Writing Project, WAC, literacy, write-to-learn, staff-training
Natoli, Salvatore J.. (1992). What should a teacher know about social studies? A case for geography. In Hedley, Carolyn; Dorothy Feldman; Patricia Antonacci (Eds.), Literacy across the curriculum.
Keywords: literacy, WAC, geography, social-studies, pedagogy, social
Neuwirth, Christine M.. (2003). Multimedia literacy: Confessions of a nonmajor. In Bloom, Lynn Z.; Donald A. Daiker; Edward M. White (Eds.), Composition Studies in the new millennium: Rereading the past, rewriting the future; Carbondale, IL: Southern Illinois University Press.
Newkirk, Thomas. (1992). The virtues of digression. In Hedley, Carolyn; Dorothy Feldman; Patricia Antonacci (Eds.), Literacy across the curriculum.
Keywords: literacy, WAC, digression, quality
O'Neill, Peter. (2008). Using peer writing fellows in British universities: Complexities and possibilities. [fulltext]. Across the Disciplines 05.
This article examines the potential role of peer tutors and writing fellows in higher education in the United Kingdom. It argues that scepticism surrounding the use of peer tutors in writing is unfounded. In fact, the disciplinary nature of UK Higher Education suggests that undergraduate peer tutors and writing fellows may have an important role in helping other students to develop academic literacies and in promoting Writing-in-the-Disciplines initiatives among academic staff. It looks at recent initiatives in this area at London Metropolitan University
Keywords: teaching fellow, Britain, peer-tutor, United Kingdom, academic, literacy, WAC, WID, London Metropolitan University
Odell, Lee; Dixie Goswami, Doris Quick. (1983). Writing outside the English composition class: Implications for teaching and for learning. In Bailey, Richard W; Robin Melanie Fosheim (Eds.), Literacy for life: The demand for reading and writing; New York, NY: Modern Language Association of America.
Parker, Lesley H.. (1997). Institutional practices in promoting tertiary literacy: The development and implementation of a university-wide policy for enhancing students' communication skills. In Golebiowski, Zofia (Ed.); Victoria University of Techology [Melbourne, Australia]; Policy and practice of tertiary literacy: Selected proceedings of the first National Conference on Tertiary Literacy [Melbourne, Australia, March 14-16, 1996] (Research and practice, Vol. 1); ERIC Document Reproduction Service, ED 414 822.
Parks, Steve. (2015). Sponsors and Activists: Deborah Brandt, Sponsorship, and the Work to Come [book review]. College Composition and Communication 66.3, 483-499.
Keywords: Literacy, Economy, and Power: Writing and Research after Literacy in American Lives, by John Duffy, Julie Nelson Christoph, Eli Goldblatt, Nelson Graff, Rebecca S. Nowacek, and Bryan Trabold, (Eds.); Writing Home: A Literacy Autobiography, by Eli Goldblatt; PHD (Po H# on Dope) to Ph.D.: How Education Saved My Life, by Elaine Richardson; Rhetoric of Respect: Recognizing Change at a Community Writing Center, by Tiffany Rousculp; wcenter, literacy
Patton, Marty; Ed Nagelhout. (2004). Literacy and learning in context: Biology students in the classroom and the lab. In Huot, Brian; Beth Stroble; Charles Bazerman (Eds.), Multiple literacies for the 21st century; Cresskill, NJ: 2004.
Pleasant, Eric. (2008). Literacy sponsors and learning: An ethnography of punk literacy in mid-1980s Waco. Young Scholars in Writing 05 (Spring), 137-145.
Keywords: first-year, 1980s, Waco, Texas, literacy-sponsor, punk literacy, cultural study, social literacy,
Rosenthal, Anne Marie. (1992). Transforming the cultural politics of writing across the curriculum: Cross-disciplinarity, advanced literacy, and democracy [doctoral thesis]. West Lafayette, IN: Purdue University.
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
Russell, David R.; Mary Lea; Jan Parker; Brian Street; Tiane Donahue. (2009). Exploring notions of genre in 'academic literacies' and 'writing across the curriculum': Approaches across countries and contexts. In Bazerman, Charles; Adair Bonini; Debora Figueiredo (Eds.), Genre in a changing world; Fort Collins, CO: WAC Clearinghouse; West Lafayette, IN: Parlor Press.
Schryer, Catherine. (1994). A consultancy model of research for literacy and writing across the curriculum researchers. In Schryer, Catherine F.; Laurence Steven (Eds.), Contextual literacy: Writing across the curriculum; Winnipeg, Manitoba, Canada: Inkshed Publications.
Sitler, Helen Collins. (2001). The workplace meets the academy: The hybrid literacy of returning RNs in journal writing for introductin to theology [registered nurse]. [fulltext]. Language and Learning Across the Disciplines 5.1.
Like window glass, most workplace writing is transparent. Although integral to work done well, writing is not the goal in and of itself and occurs at a subconscious level of the writer's awareness. In contrast, writing for school is often opaque, occurring with the writer's attention consciously focused on the task. The writing itself, as evidence of learning accomplished, may be its sole purpose. The writer, graded on her/his writing, cannot afford to let the words on the page become transparent, nor can the instructor, who uses the writing to assess learning which has occurred (Dias, Freedman, Medway, & Pare, 1999). The transparency or opaqueness of writing, one of the key differences between writing in the workplace and writing in school, raises questions about how students who find themselves simultaneously in both worlds manage contradictory writing demands. What happens when writers with well-developed workplace writing practices return to school? How do they respond when writing is suddenly no longer transparent?
Spear, Martin B.; Dennis McGrath; Evan Seymour. (1991). Toward a new paradigm in writing across the curriculum. 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].
Swarts, Jason. (2001). Speaking in tongues: Coordinating multiliterate work of tutors and students across disciplines . [fulltext]. Language and Learning Across the Disciplines 5.2.
By paying attention to genres and to texts as 'tools' that reveal the routine activity those genres embody, tutors and students of different disciplinary backgrounds will find ways to share their expertise. To develop this position, we must first consider the role of genre in scaffolding a writer's progress toward disciplinary literacy. Following this discussion, I will focus on texts and why they are not adequate tools for talking about the multiliterate uses of genres across disciplines. By discussing the results of a case study, I will argue for a new tool that supplements text, making it a richer tool that is capable of crossing disciplinary boundaries.
Keywords: WAC, WID, writing across the curriculum, multiliteracy, literacy, genre, interdisciplinary, tutoring
Tarabochia, Sandra L.. (2013). Negotiating expertise: A pedagogical framework for cross-curricular literacy work. link to full text. WPA: Writing Program Administration 36.2, 117-141.
Torbe, Mike. (1978). The secret-sharers: Teachers' response to language across the curriculum. In Davis, Frances R.A.; Robert P. Parker, Jr. (Eds.), Teaching for literacy: Reflections on the Bullock Report; London: Ward Lock Educational.
Townsend, Martha. (1991). Instituting changes in curriculum and teaching style in liberal arts programs: A study of nineteen Ford Foundation projects [doctoral thesis]. Tempe, AZ: Arizona State University.
Keywords: literacy, liberal arts, WAC, science, case-study, site-analysis, style
Villanueva, Victor. (2001). The politics of literacy across the curriculum. 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.
Focuses on the problems of the absence of politics/political economy in studies of literature and literacy due to Platonic anti-materialism in academia and an all too prevalent attitude of taking multiculturalism for granted. Calls for study of political economy so as to better situate and accept diverse student writing in its place relative to disciplinary convention and eventually shift conventions in accordance with the reality of cultural situations. With particular attention paid to hegemonized cultures, subversive imitation of formal disciplinary writing is encouraged. [Michael Bistreich]
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
Wolfe, Ronald; Alice Lopez. (1996). Using structured overviews to teach content area terms [excerpted from Structured Overviews for Teaching Science Concepts and Terms]. In Brown, Ola M. (Ed.), Tips at your fingertips: Teaching strategies for adult literacy tutors; Newark, DE: International Reading Association [ERIC Document Reproduction Service, ED 394 122].
[various]. (1988). [synopses of conference panels and talks, Sixth National Testing Network in Writing Conference, Minneapolis, Minnesota, April, 1988]. http://comppile.org/archives/NTW/Nov%2088toc.htm [full text]. Notes from the National Testing Network in Writing 08, 4-33.
Keywords: testing, K-12, mode, portfolio, WAC, rising-junior [Governors State University], revamping, exit-exam [Ball State University], proficiency, rising-junior [University of Massachusetts], WAC, program, campus-wide, universal, literacy, validity, direct, reliability, scale stability, rater-training, holistic, discrepant-essay, primary-trait, placement, rhetorical, rater-training, video, program-program-validation, longitudinal, growth, regression, mode, rhetorical-task, pedagogy, reader-response, holistic, self-assessment, computer, style-checker, legal, national, international, Written Composition Study [International Association for Educational Achievement], criteria, contrastive, topic, classroom-research, computer-analysis, feature
[various]. (1990). [synopses of conference talks, Seventh National Testing Network in Writing Conference, Montreal, Canada, April, 1989]. http://comppile.org/archives/NTW/Nov%2088toc.htm [full text]. Notes from the National Testing Network in Writing 09, 2-48.
Keywords: testing, computer, process, large-scale, standards, WPA, international, contrastive, African-Am, NAEP, ESL, literacy, competency, holistic, University of Minnesota, validity, construct-validity, topic, assessment, Scotland, classroom, portfolio assessment, program, self-evaluation, peer-evaluation, self-validation, professional-school, veterinary, WAC, rater-training, program-validation, empowerment, rising-junior [East Texas State University], wcenter, transfer-student, James Britton, Peter Elbow, campus-wide, universal, computer, individual-differences, ESL, community, contrastive, City University of New York, disciplinary, rising-junior [University of Missouri-St. Louis], rising-junior [University of Wisconsin-Milwaukee], prompt, argumentation, validity, primary-trait, physics-department, feminist, pedagogy, placement, minimum competency, scale, score stability, response, local assessment, feature