WAC Bibliography
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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Category: Arts and Humanities
Your search found 46 citations.
1. [Law, Richard; Richard Hume; Thomas Barton; Richard Haswell]. (1985). The Humanities Core Curriculum Project [National Endowment for the Humanities grant application]. Pullman, WA: Washington State University.
Keywords: gen-ed, curriculum, humanities; rising-junior, WAC, requirement
2. Bernhardt, Stephen A.; G. Bedokis; L. Stevens; S. Ludwig; B. Harris. (1986). Writing across the curriculum: Exemplary projects from the Illinois Humanities Council's Summer Institutes for Secondary School Teachers. Illinois English Bulletin 74.1, 14-24.
Keywords: WAC, project, summer institute, school-college, institute
3. Bernhardt, Stephen A.; withGenelle Bedokis; Linda Stevens; Barbara Wilson; Suzanne Ludwig. (1986). Writing across the curriculum: Exemplary projects from the Illinois Humanities Council's Summer Institutes for second school teachers. ERIC Document Reproduction Service, ED 277 004 (pp. 14-31). Illinois English Bulletin 74.1, 14-31.
Keywords: WAC, program, school, teacher-training, summer institute
4. Britton, James; London University and Schools Council. (1974). Keeping options open--writing in the humanities. ERIC Document Reproduction Service, ED 177 550.
Keywords: WAC, high-school, humanities, sample, open-ended
5. Clark, Irene L. & Fischbach, Ronald. (2008). Writing and Learning in the Health Sciences: Rhetoric, Identity, Genre, and Performance. The WAC Journal, 19(1), 15-28. https://doi.org/10.37514/WAC-J.2008.19.1.02
Annotation: Clark and Fishbach argue that discussions of linked courses often overlook the need for students simultaneously to develop their professional identities as they work toward becoming more proficient writers. To explore this claim, the authors turn to their experience developing a link between a public health education course and a course in health sciences writing and rhetoric. Clark and Fishbach discovered that students benefited from the opportunity 'to 'perform' as writers and speakers within a particular field or profession' (18). More particularly, the link helped student writers to reconceptualize genre as a form of 'social action' as they became more familiar with the professional discourses they were learning. Clark and Fischbach subsequently consider the ways their focus on genre in the linkage put pressure on the shared term 'argument', but also discuss ways that researchers have shown the term to be similar across humanities-based writing and scientific writing. In closing, the authors assert that their experiences with this linkage affirm that role-play is essential to an increase in professionally situated rhetorical awareness for student writers. [Michelle LaFrance, Linked Writing Courses; WPA-CompPile Research Bibliographies, No. 14]
Keywords: basic-skills, genre, health-sciences, learning-theory, WAC, linked, skill-transfer, public health course, intensive, assignment, syllabus, genre, identity, career, identity, performative, role-playing, interdisciplinary, 'argument', conflict
6. Connelly, Peter J.; Donald C. Irving. (1976). Composition in the liberal arts: A shared responsibility. College English 37.7, 668-670.
Annotation: Proposes colleagues in the liberal arts become involved in writing instruction. Recommends a standard composition text be used for common vocabulary, lists some danger signals in student prose, and describes different kinds of writing submitted to seminars. Distinguishes among different kinds of writing, including journal, epistle, note, essay, and report.[Sue Hum]
Keywords: WAC, liberal arts, disciplinary, assignment, genre, essay, shared responsibility
7. Cooper, Amy; Dawn Bikowski. (2007). Writing at the graduate level: What tasks do professors actually require?. Journal of English for Academic Purposes 06.3, 206-221.
Annotation: This paper presents a case study of writing tasks in graduate courses at a large, American university. The study investigates writing tasks across the curriculum and draws implications for curriculum design in English for Academic Purposes (EAP). Using actual course syllabi for task analysis, the researchers analyzed 200 course syllabi from 20 academic departments covering a wide range of disciplines. Findings indicate that library research papers and project reports are the most commonly assigned tasks across the curriculum. This study also found that professors in the social sciences, arts, and humanities assign a wider variety of writing assignments and more writing assignments in general than do professors in the sciences, math, and engineering. Finally, while many courses in the sciences, math, and engineering require no writing assignments at all, each of these departments does have at least some courses requiring extended writing. [author abstract]
Keywords: graduate, USA, task-analysis, EAP, syllabus-analysis, survey, data, term-paper, academic, genre, report-writing, WAC, disciplinary, social-science-course, science-course, assignment, intensive, data
8. 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.
Annotation: 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]
Keywords: WAC, cross-disciplinary, faculty-opinion, eloquence, disciplinary, academy, undergraduate
9. D'Arcy, Pat. (1984). Keeping options open: Writing in the humanities. In Martin, Nancy (Ed.), Writing across the curriculum pamphlets; Upper Montclair, NJ: Boynton/Cook (pp. 86-113).
Keywords: WAC, functional, academic, teacher-as-audience, school, open-ended
10. Daugherty, Jack; Tennyson O'Donnell (Eds.). (2015). Web writing: Why and how for liberal arts teaching and learning. Ann Arbor, MI: University of Michigan Press.
Annotation: The essays in Web Writing respond to contemporary debates over the proper role of the Internet in higher education, steering a middle course between polarized attitudes that often dominate the conversation. The authors argue for the wise integration of web tools into what the liberal arts does best: writing across the curriculum. All academic disciplines value clear and compelling prose, whether that prose comes in the shape of a persuasive essay, scientific report, or creative expression. The act of writing visually demonstrates how we think in original and critical ways and in ways that are deeper than those that can be taught or assessed by a computer. Furthermore, learning to write well requires engaged readers who encourage and challenge us to revise our muddled first drafts and craft more distinctive and informed points of view. Indeed, a new generation of web-based tools for authoring, annotating, editing, and publishing can dramatically enrich the writing process, but doing so requires liberal arts educators to rethink why and how we teach this skill, and to question those who blindly call for embracing or rejecting technology. (from the back cover)
Keywords: web writing, liberal arts, WAC, digital humanities, media studies, digital publishing, media-study
11. Davis, Raymond Bartholomew, Jr. (1998). The effect of a computer-assisted career guidance system exercise on the career self-efficacy of freshman liberal arts students [doctoral thesis]. Columbia, SC: University of South Carolina.
Keywords: resume-writing, decision-making, CAI, career, FYC, self-efficacy, improvement, advising, guidance, liberal arts degree
12. Graff, Gerald. (2009). It's time to end 'courseocentrism'. full text. Inside Higher Ed (January 13).
Annotation: Graff argues that instructors in the Humanities no longer have the luxury of the 'hermetically sealed classroom,' a condition that leads to 'corseocentrism,' which he defines as 'a kind of tunnel vision in which our little part of the world becomes the whole.' He argues that learning communities--particularly the pairing of first year composition and general education classes and/or humanities and science classes--work against the myopia of closed classrooms. Graff poses that the embrace of collaborative teaching and learning environments can help universities to work toward more coherent curricular experiences for students and support students in understanding the inherent connections in what may appear to be discreet fields of study. Graff ends by contending that learning communities are increasingly necessary to combat the ways disciplinary discourses compartmentalize intellectual life and isolate professionals from one another even within departments. [Michelle LaFrance, Linked Writing Courses; WPA-CompPile Research Bibliographies, No. 14]
Keywords: courseocentrism, interdisciplinary, humanities, learning-community, culture wars, WAC
13. Grasmuck, Sherri; Susan Hyatt. (2003). Sequencing writing across liberal arts majors. Peer Review 06.1, 18-20.
Keywords: curriculum, WAC, sequence, humanities, social-science
14. Halpern, Sheldon; Elmer Spreitzer; Stuart Givens. (1978). Who can evaluate writing?. College Composition and Communication 29.4, 396-397.
Annotation: The authors compare essay evaluation by English and non-English faculty. Ten three-person teams were formed of faculty outside of English--in business, education, humanities, sciences, and social sciences. The teams rated exit essays from the 1977 winter quarter of first-year composition. The final decision of "pass" or "fail" went with the majority. The teams agreed with English faculty raters ninety-one percent of the time on passing papers, forty percent of the time on failing papers. The difference in the second seemed to be that non-English faculty were more willing to pass papers weak in mechanics but strong in content. The rating teams also rated the papers on a 9-point scale for two analytical criteria, "handling of information" and "handling of language." Results were mixed, but the non-English faculty seemed more willing to fail a paper on handling of information than did the English faculty. The authors conclude that the general faculty tended to give more weight to information than did the English faculty, and were "more tolerant of perceived language weaknesses in papers which they found relstively strong in content" (p. 397). Despite these differences, the authors finally deem that "the general faculty seem to be capable of making valid holistic judgments about the quality of student prose" (p. 397). RHH [Rich Haswell & Norbert Elliot, Holistic Scoring of Written Discourse to 1985, WPA-CompPile Research Bibliographies, No. 27]
Keywords: academic, English-nonEnglish, content-language, evaluation, assessment, commenting, holistic, content, reliability, proficiency, leniency, MX, teacher-rater, interrater-reliability, disciplinarity, not-English, WAC, faculty, data
15. Harley, Katherine Howland. (1981). Theory and practice of writing across the curriculum: Humanities/composition link at Saginaw Valley State College, 1977-1980 [doctoral thesis]. Ann Arbor, MI: University of Michigan.
Keywords: WAC, theory, pedagogy, Saginaw Valley State College
16. 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.
Keywords: faculty-training, retraining, WAC, liberal arts, pedagogy, model, teacher-growth, contextual, developmental
17. Hedley, Jane; Jo Ellen Parker. (1991). Writing across the curriculum: The vantage of the liberal arts. ADE Bulletin, no. 98, 22-28.
Keywords: Bryn Mawr, WAC, FYC, liberal arts, constructivism, community
18. Henry, Jim; Ka'alele, Scott; Shea, Lisa; Wiggins, Chase. (2016). Teaching the liberal arts across the disciplines through place-based writing. Currents in Teaching and Learning 08.2, 18-31.
Keywords: liberal arts, WAC/WID, place-based writing, Creative Commons, student growth
19. Hirsch, Linda; Carolina DeLuca. (2003). WAC in an urban and bilingual setting: Writing-to-learn in English y en Español. Language and Learning Across the Disciplines 6.3. https://wac.colostate.edu/llad/v6n3/hirsch.pdf
Annotation: Hirsh and DeLuca research the effectiveness of writing-to-learn pedagogies in a writing-intensive section of an Introductions to Humanities course taught in Spanish as part of a bilingual program. Hirsh and DeLuca argue that for L2 students, writing-to-learn in their first language enables them to create meaning and further understand course material, a benefit of WAC not always available to L2 writers when faculty insist on the use of English even in low-stakes writing activities. [Michelle Cox, WAC/WID and Second Language Writers (Part 1: WAC/WID Administrative Issues and L2 Writers), WPA-CompPile Research Bibliographies, No. 8]
Keywords: WAC, WID, WAC, L2, urban, write-to-learn, bilingual, Spanish-English, ESL, urban
20. Jamieson, Sandra. (2009). The vertical writing curriculum: The necessary core of liberal arts education. In Post, Joanna Castner; James A. Inman (Eds.), Composition(s) in the new liberal arts; Cresskill, NJ: Hampton Press.
Keywords: curriculum, pedagogy, WAC, liberal arts, gen-ed, vertical curriculum
21. Johnson, Donovan. (1990). Hermeneutics for freshman: The Irvine Humanities. History Teacher 24.1, 79-91.
Keywords: WAC, University of California, Irvine, humanities-course, contextual, syllabus, readings, reading-log, dialectical, faculty-workshop, hermeneutics, first-year
22. Klein, Ilona. (1990). Teaching in a liberal arts college: How foreign language courses contribute to 'writing across the curriculum' programs. Modern Language Journal 74.1, 28-35.
Keywords: school-college, articulation, teacher-dialogue, collaboration, L2-course, L2-English, WAC, liberal arts college
23. Krajnik Crawford, MaryAnn; Kathleen Geissler; M. Rini Hughes; Jeffrey Miller. (1998). Electronic conferencing in an interdisciplinary humanities course. 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] (pp. 296-303).
Keywords: computer, WAC, humanities-course, interdisciplinary, teleconferencing
24. LeFevre, Karen B.; T. J. Larkin. (1983). Freud, Weber, and Durkheim: A philosophical foundation for writing in the humanities and social sciences. JAC: Journal of Advanced Composition 04.1-2, 65-85.
Keywords: advanced, WAC, humanities, social-science, Freud, Weber, Durkheim, philosophy, technical-writing, philosophy, sciences-humanities, social
25. Lukeman, Howard. (1992). First year student essays in humanities and social sciences: The need for new paradigms. Education in Rural Australia 02.2, 37-40.
Keywords: first-year, WAC, text-analysis, discipline-specific, academic, convention, critical-analysis, argumentation, humanities, social-science, paradigm, sciences-humanities, social
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