WAC Bibliography

1. Harris, June. (1991). Reader response logs as a learning device in literature classes. ERIC Document Reproduction Service, ED 349 543.

Keywords: reading-log, reader-response, writing-about-lit, literature-course, WAC, text-analysis, data, gain, write-to-learn

2. Herrington, Anne J. (1988). Teaching, writing, and learning: A naturalistic study of writing in an undergraduate literature course. In Jolliffe, David A. (Ed.), Writing in academic disciplines (Advances in writing research, Vol. 2); Norwood, NJ: Ablex Publishing (pp. 133-166).

Keywords: WAC, academic, literature-course, write-to-learn, data, ethnographic, naturalistic, undergraduate

3. Jacobs, Erica. (1983). Improving the literature class as we've improved the writing class. In Thaiss, Christopher (Ed.), Writing to learn: Essays and reflections on writing across the curriculum; Dubuque, IA: Kendall/Hunt (pp. 56-62).

Keywords: WAC, write-to-learn, writing-about-lit

4. McMahon, Christine. (1985). Writing across the English curriculum: Using journals in literature classes. Teaching English in the Two-Year College 12.4, 269-271.

Keywords: WAC, literature-course, journal-writing, writing-about-lit

5. McNeil, Lynda D. (1988). Logging the interpretive act: Dialogical interaction in the literature classroom. ERIC Document Reproduction Service, ED 297 369.

Keywords: literature-course, critical-thinking, journal-writing, reading-log, write-to-learn, WAC, hypothesis-testing, self-reflection, critical consciousness, dialogic, interpretation

6. Sargent, M. Elizabeth. (1997). Peer response to low stakes writing in a WAC literature classroom. 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 (pp. 41-53).

Annotation: Explains how to use ìinksheddingî in lower-division classes, and cope with the mass of student writing produced. Sargent defines inkshedding as focused writing, on class topics, that students expect to share. The term avoids the baggage that 'freewriting' carries: inkshedding is not private or 'personal.' Students read each otherís inksheds and respond; Sargent says this helps them conceptualize an academic field as an ongoing conversation. In her courses, students write responses every day. To cope with the mass of responses, she sets up student groups in which students read most of each otherís responses. She describes the logistics in detail. [WAC Clearinghouse]

Keywords: write-to-learn, WAC, peer-response, low-stakes, writing-about-lit, student-response