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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Anderson, Janice Scott. (1981). The rhetorical theory and practice of Walter Lippmann: Advocacy journalism as rhetorical discourse [doctoral thesis]. Madison, WI: University of Wisconsin-Madison.
Keywords: journalism, advocacy, Walter Lippman, theory, discourse-analysis, rhetorical, rhetorical-theory
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.
Braine, George. (1989). Writing in the natural sciences and engineering: Implications for ESL composition courses. ERIC Document Reproduction Service, ED 304 881.
Keywords: science-course, engineering-course, WAC, ESL, LEP, University of Texas, text-analysis, taxonomy, genre, laboratory-report, textbook, summary-writing, paraphrase, natural-science, implication
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.
Dunlap, Louise. (1992). Advocacy and neutrality: A contradiction in the discourse of urban planners. In Herrington, Anne; Charles Moran (Eds.), Writing, teaching and learning in the disciplines; New York, NY: Modern Language Associates.
Durst, Russel K.. (1994). Coming to grips with theory: College students' use of theoretical explanation in writing about history. http://wac.colostate.edu/atd/archives.cfm [full-text]. Language and Learning Across the Disciplines 01.1, 72-87.
This study looks at how college history students wrestle with and sometimes work around issues of theory, specifically theories of the causes of the Civil War. Using analysis of think-aloud protocol, the author investigates how students theoretical writing about the Civil War and how they use the theoretical material to take a position in writing about these same issues. The main purpose of this article is to examine the cognitive moves students make, their ways of thinking, when working with theory, an activity which many educators today are touting as particularly important in developing students' critical thinking abilities. [WAC Clearinghouse]
Flynn, Elizabeth A.; George A. McCulley; Ronald K. Gratz. (1986). Writing in biology: Effects of peer critiquing and analysis of models on the quality of biology laboratory reports. In Young, Art; Toby Fulwiler (Eds.), Writing across the disciplines: Research into practice; Portsmouth, NH: Boynton/Cook [ERIC Document Reproduction Service, ED 264 592].
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]
Greene, Stuart. (1991). Writing from sources: Authority in text and task (Technical report, No. 55). Berkeley, CA; Pittsburgh, PA: National Center for the Study of Writing [ERIC Document Reproduction Service, ED 341 068].
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.
Jacobs, Suzanne E.. (1979). Student writing in the academic context: A linguistic study of well-shaped vs. poorly-shaped essays with implications for learning and teachings. ERIC Document Reproduction Service, ED 191 074.
Johnstone, Anne C.; Barbara Johnstone; Valerie M. Balester. (1994). Uses for journal keeping: An ethnography of writing in a university science class. Norwood, NJ: Ablex.
Keywords: journal-writing, science-course, WAC, ethnographic, data, reflexivity, teacher-research, University of Northern Iowa, sample, discourse-analysis, student-opinion, teacher-opinion
Kaplan, Robert B.; Richard B. Baldauf, Jr.. (2005). Editing contributed scholarly articles from a language management perspective. . Journal of Second Language Writing 14.1, 47-62.
Taking language management as its initial perspective, this paper examines some of the sorts of linguistic problems that second language writers of English face when contributing to scholarly journals and some of the issues that editors face when working with authors on those problems. Some ethical questions implicit in editing non-native speaker texts are explored. [authors' abstract]
Kelly, Gregory J.; Charles Bazerman; Audra Skukauskaite; William Prothero. (2010). Rhetorical features of student science writing in introductory university oceanography. In Bazerman, Charles; et al. (Eds.), Traditions of writing research; London: Routledge.
Langsam, Deborah M.; Kathleen Blake Yancey. (1998). E-mailing biology: Facing the biochallenge. 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, biology-course, email, class-size, lecture, University of North Carolina at Charlotte, text-analysis
Lindsay, Stan A.. (1999). Waco and Andover: An application of Kenneth Burke's concept of psychotic entelechy. Quarterly Journal of Speech 85.3, 268-284.
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.
Miles, Libby; Michael Pennell; Kim Henley Owens; Jeremiah Dyehouse; Helen O'Grady; Nedra Reynolds; Robert Schwelger; Linda Shamoon. (2008). Thinking vertically [Interchanges: Commenting on Douglas Downs and Elizabeth Wardle's 'Teaching about Writing, Righting Misconceptions']. College Composition and Communication 59.3, 503-511.
Mitchell, Felicia. (1987). Bridging the communication gap between teacher and student: Composing assignments in the content areas. ERIC Document Reproduction Service, ED 289 178.
Keywords: University of Texas at Austin, WAC, assignment, text-analysis, survey, data, topic specification
Mulvaney, Mary Kay. (1994). Interpreting academic apprenticeship: A theoretical synthesis and event analysis of academic enculturation [doctoral thesis]. Chicago, IL: University of Illinois at Chicago.
Russell, David R.. (2010). Writing in multiple contexts: Vygotskian CHAT meets the phenomenology of genre [cultural-historical activity theory]. In Bazerman, Charles; et al. (Eds.), Traditions of writing research; London: Routledge.
Shea, Renee Hausmann. (1987). The influence of writing prompt on process and product: An exploratory study using the LSAT writing sample [doctoral thesis]. Philadelphia, PA: University of Pennsylvania.
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]
Suedfeld, Peter; Loraine Lavellee; Jennifer Brough. (1998). Political language in an environmental controversy: Integrative complexity and motive imagery in advocacy propaganda and the press. In Feldman, Ofer; Christ'l de Landtsheer (Eds.), Politically speaking: A worldwide examination of language used in the public sphere; Westport, CT: Praeger.
Willcott, Paul Joseph. (1972). An analysis of the written English of native speakers of Arabic as found in American history final examinations given at the University of Texas at Austin [doctoral thesis]. Austin, TX: University of Texas at Austin.
Keywords: ESL, Arabic-English, text-analysis, WAC, history-course, essay-exam, final examination
Wolfe, Christopher R.. (2011). Argumentation across the curriculum. Written Communication 28.2, 193-219.
Keywords: argumentation, WAC, cross-disciplinary, assignment-analysis, text-analysis, genre, taxonomy, undergraduate, data, frequency, engineering, fine arts, social-science, education, natural-science, humanities, business
Young, Art. (1985). Research connections: Writing in the disciplines. ERIC Document Reproduction Service, ED 266 476.