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: WAC Programs
Your search found 346 citations.
1. Abasi, Ali R.; Nahal Akbari; Barbara Graves. (2006). Discourse appropriation, construction of identities, and the complex issue of plagiarism: ESL students writing in graduate school. Journal of Second Language Writing 15.2, 102-117.
Annotation: Drawing on case studies of five L2 graduate students – two MA students in a Second Language Education program, a PhD student in Counseling, a PhD student in Educational Administration, and a PhD student in Education – the authors examine how L2 graduate students make choices about appropriating discourse when writing, how they identify their voices in source-based writing, and how choices of appropriation and voice relate to a student’s identities. They found that the less experienced graduate students were less likely to be aware of textual choices as rhetorical and as creating identity in writing in contrast to the more experienced graduate student writers. After analyzing participants’ writing, the authors discovered that the less experienced graduate students also plagiarized more and tied this practice to their educational histories and assumptions about their roles as writers. [Michelle Cox, WAC/WID and Second Language Writers (Part 3: Studies that Look at L2 Writer across Disciplines), WPA-CompPile Research Bibliographies, No. 8]
Keywords: WAC, ESL, plagiarism, identity, constructivist, graduate, appropriation, case-study
2. Adler-Kassner, Linda; Peggy O'Neill. (2010). Reframing writing assessment to improve teaching and learning. Logan, UT: Utah State University Press.
Annotation: Public discourse about writing instruction is currently driven by ideas of what instructors and programs 'need to do,' 'should do,' or 'are not doing,' and is based on poorly informed concepts of correctness and unfounded claims about a broad decline in educational quality. This discussion needs to be reframed, say Adler-Kassner and O'Neill, to help policymakers understand that the purpose of writing instruction is to help sstudents develop critical thinking, read, and writing strategies that will form the foundation for their future education, careers, and civic engagement [publishing blurb]
Keywords: assessment, evaluation, reconceptualization, pedagogy, learning-theory, accountability, accreditation, classical-rhetoric, school-preparation, curriculum, placement, large-scale, local, portfolio, objective, reliability, validity, WAC
3. 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.
Annotation: '[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].
Keywords: community, service-learning, pragmatic, civic literacy, WAC
4. Allen, J. C. (1991). Integrating undergraduate research with a writing program. Journal of Geological Education 39.3, 224-226.
Keywords: geology-course, advanced, intensive, linked, WAC, drafting, peer-evaluation, revising, Richard Lanham, paramedic method, Bucknell University, integrated, undergraduate
5. Anson, Chris M. (2006). Assessing writing in cross-curricular programs: Determining the locus of activity. Assessing Writing 11.2, 100-112.
Keywords: WAC, cross-curricular, program, retraining, assessment, spatial, activity-analysis, large-scale, local assessment, place, locus
6. Anson, Chris M., Carter, Michael, Dannels, Deanna P., & Rust, Jon. (2003). Mutual Support: CAC Programs and Institutional Improvement in Undergraduate Education. Language and Learning Across the Disciplines, 6(3), 25-37. https://doi.org/10.37514/LLD-J.2003.6.3.06
Annotation: In this essay, we will first describe ways in which CAC programs can become an integral part of a broader, institution-wide mission to improve undergraduate education through a stronger focus on collaborations and partnerships with organizations and administrative units that share commonalities of mission. We will then describe and assess the results of such a partnership at North Carolina State University, where we have teamed up with those responsible for a major, institution-wide initiative involving every undergraduate program in continuous cycles of program review and assessment. By analyzing the successes and limitations of our work, we suggest some fruitful directions for programs seeking mutual support for their efforts.
Keywords: WAC, WID, writing across the curriculum, communication across the curriculum, CAC, improvement, mutuality, mutuality, undergraduate
7. Anson, Chris M.; Deanna Dannels. (2009). Profiling programs: Formative uses of departmental consultations in the assessment of communication across the curriculum. Across the Disciplines 06. https://wac.colostate.edu/atd/assessment/anson_dannels.cfm
Annotation: Implementation of communication-across-the-curriculum initiatives has outpaced their systematic assessment, leaving many stakeholders wondering whether faculty and students are benefiting from the emphasis on writing, speaking, and other communicative media in discipline-based courses and curricula. Increasing interest in assessment, however, has generated questions about which methods can best gauge the influence of CAC programs and activities on students' performance, faculty involvement, and curricular change. This essay describes a departmentally-based methodology for the formative assessment of CAC programs within academic disciplines. This methodology--the departmental profile--involves creating a status report of communication activities based on identified communication outcomes. Drawing on one departmental profile to illustrate this process, we explore ways in which the method can map a department's progress toward CAC implementation and thereby reinvigorate its attention to CAC as a sustained element of its teaching mission. [Authors' abstract]
Keywords: assessment, WAC, formative, program-validation, CAC, profiling, departmental rop, data, local assessment
8. Anson, Christopher M. (Ed.). (2002). The WAC casebook: Scenes for faculty reflection and program development. New York: Oxford University Press.
Annotation: The Oxford University Press Web site describes this book as ""an invaluable resource for instructors in any discipline who want to incorporate writing effectively into their courses and curriculums."" Oxford is right. This well written book, which provides 45 scenarios that represent situations faculty in WAC programs typically encounter, will serve as a useful resource for any WAC scholar -- new or experienced. 29 October 2002,from the publisher's Website: * Features fifty highly realistic scenarios that anticipate situations faculty confront in WAC programs * Narratives are readable and engaging * Focuses on problem-solving * Organized into eight chapters that address the primary concerns of faculty incorporating writing into their courses * Includes a list of web-based resources [WAC Clearinghouse]
Keywords: WAC, scenario, pedagogy
9. Anstendig, Linda, Richie, Eugene, Young, Shannon, Mosley, Pauline, & Kirschtein, Bette. (2004). Architects of Change: Writing Enhanced Course Program Development and Core Reform. Across the Disciplines, 1(2), 1-12. https://doi.org/10.37514/ATD-J.2004.1.2.16
Annotation: Linda Anstendig and her colleagues report on the synergisms that developed as their university-wide Writing Enhanced Course Program was implemented in parallel with their university's new core curriculum. They evaluate their program and suggest the directions they plan to take now that it is firmly established within the core curriculum. (Published October 8, 2004) [WAC Clearinghouse]
Keywords: WAC, WID, gen-ed, general education, assessment, core-curriculum
10. Ashby, Sara C.; Melvyn Lawson. (1943). A school-wide program in communication. In Roberts, Holland De Witte; Walter Vincent Kaulfers; Grayson Neikirk Kefauver (Eds.), English for a social living, a program including 25 statements of practice by teachers in the field; New York; London: McGraw-Hill (pp. 309-316).
Keywords: WAC, school, communications, interdisciplinary, comskills
11. Ashworth, Thomas Edward. (1992). Using writing-to-learn strategies in community college associate degree nursing programs [doctoral thesis]. Blacksburg, VA: Virginia Polytechnic Institute and State University.
Keywords: nursing, write-to-learn, two-year, WAC, critical-thinking, improvement, data
12. Bailey, George; Gregory Ross. (1983). Overcoming declining literacy with personalized, programmed instruction. Teaching Philosophy 06.2, 139-145.
Keywords: WAC, philosophy-course, basic, decline, personalization, interactive, pre-writing software, programmed
13. 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.
Keywords: computer, ESL, mathematics-course, basic, WAC, tutorial, email, in-service, faculty-workshop, Curricula Network Project [New Jersey], two-year, process
14. Barnett, Robert W.; Jacob S. Blumner (Eds.). (1999). Writing centers and writing across the curriculum programs: Building interdisciplinary partnerships. Westport, CT: Greenwood Press.
Annotation: A collection of essays on the changing relationship between Writing Centers and WAC programs. The essays raise many issues: The expanding role of Writing Centers on campuses. The ""housing"" question - should WAC run the Writing Center? Or be run by it? The Writing Center as a site for uniting disciplinary writing projects. Writing Centers as ambassdors for WAC. Writing Centers and WAC research. 'Taking WAC away' from the English Department and housing it in the Writing Center. English faculty's concept of Writing Centers. A Center's role in a school without WAC. High-school Writing Centers. [WAC Clearinghouse]
Keywords: wcenter, WAC, interdisciplinary, program-design
15. Bastian, Heather. (2014). Performing the groundwork: Building a WEC-WAC writing program at the College of St. Scholastica [program profile]. Composition Forum 29. https://compositionforum.com/issue/29/st-scholastica.php
Annotation: Abstract: This program profile describes the efforts needed to develop a new writing program at a small college. The author explores how she cultivated relations with disciplinary faculty to collaboratively redefine a problem into an opportunity by adopting Krista Ratcliffe's technique of rhetorical listening. She then outlines the Writing-Enriched Curriculum (WEC) and Writing Across the Curriculum (WAC) components of the writing program. Additionally, the author offers lessons learned about writing program development and building productive college-wide relationships as well as some precautions. Overall, the profile contributes to existing scholarship on small college writing programs by addressing issues of program development and explores the possibilities of rhetorical listening for writing program administrators.
Keywords: Writing program, WAC, WPA, rhetorical listening
16. Batsche, Catherine; American Association of State Colleges and Universities; Illinois State University. (1989). Undergraduate writing program: Illinois State University. ERIC Document Reproduction Service, ED 306 841.
Keywords: program-validation, Illinois State University, WAC, computer, placement, ancillary, tutoring, objective, undergraduate
17. Bean, John C. (1994). Evaluating teachers in writing-across-the-curriculum programs. In Hult, Christine A. (Ed.), Evaluating Teachers of Writing; Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 363 893] (pp. 147-166).
Keywords: teacher-evaluation, WAC
18. Bensel-Meyers, Linda; Donald Samson; University of Tennessee, Learning Research Center. (1988). The role of rhetoric in academic inquiry: The philosophy and effect of the writing to learn program at UTK [University of Tennessee, Knoxville). ERIC Document Reproduction Service, ED 364 176.
Keywords: write-to-learn, University of Tennessee Knoxville, WAC, program, pedagogy, liberal arts, inquiry, philosophy
19. Berger, Jeffrey. (1991). Exploratory discourse and academic writing: A study of the teaching of advanced composition in a writing-across-the-curriculum program [doctoral thesis]. Philadelphia, PA: University of Pennsylvania.
Keywords: WAC, academic, exploratory, advanced, pedagogy
20. Berger, Jeffrey. (1985). Beyond the workshop: Building faculty development into the WAC program. ERIC Document Reproduction Service, ED 257 079.
Keywords: WAC, program, teacher-training, two-year, Community College of Philadelphia
21. 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
22. Bertch, Julie. (1985). Writing for learning: Starting a writing across the curriculum program in the community college. ERIC Document Reproduction Service, ED 256 387.
Keywords: two-year, implementation, program, WAC, write-to-learn
23. Birch, Gary; Enju Norris; Himiko Negishi; Griffith University [Nathan, Australia]. (1995). The effect of explicit teaching of learning strategies on students' reading and writing in a Japanese partial immersion program, immersion. ERIC Document Reproduction Service, ED 398 727.
Keywords: WAC, L1-L2, English-Japanese, write-to-learn, think-aloud, protocol-analysis, interview, data, explicit teaching, immersion, learner-strategy
24. Blair, Rebecca. (1994). The Westminster writing assessment program: A model for small colleges. ERIC Document Reproduction Service, ED 374 449.
Keywords: WAC, program-validation, sampling, criteria, guidelines, Westminster College
25. Blakeslee, Ann, Hayes, John R, & Young, Richard. (1994). Evaluating Training Workshops in a Writing Across the Curriculum Program: Method and Analysis. Language and Learning Across the Disciplines, 1(2), 5-34. https://doi.org/10.37514/LLD-J.1994.1.2.02
Annotation: 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
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