WAC Bibliography

1. Allen, Sheilah. (1989). Writing for learning about the writing process. ERIC Document Reproduction Service, ED 362 882.

Keywords: pedagogy, education-major, psycholinguistic, psycholinguistics-course, write-to-learn, journal-writing, WAC, assignment, learning-log, process

2. Covill, Amy E. (2012). College students' use of a writing rubric: Effect on quality of writing, self-efficacy, and writing practices. Journal of Writing Assessment 05.1. http://www.journalofwritingassessment.org/article.php?article=60

Annotation: Fifty-six college students enrolled in two sections of a psychology class were randomly assigned to use one of three tools for assessing their own writing: a long rubric, a short rubric, or an open-ended assessment tool. Students used their assigned self-assessment tool to assess drafts of a course-required, five-page paper [author's abstract]

Keywords: rubric, self-efficacy, self-assessment, explicit, criteria, metacognition, working-memory, quality, belief, MANOVA, data, psychology-course

3. Fisher, Bradley J. (1996). Using journals in the social psychology class: Helping students apply course concepts to life experiences. Teaching Sociology 24.2, 157-165.

Keywords: social-psychology-course, journal-writing, personal, ethical, student-opinion, skill-transfer, academic-public, self-discovery, teacher-student, WAC, applied, social, social-psychology

4. Klugh, Henry E. (1983). Writing and speaking skills can be taught in psychology classes. Teaching of Psychology 10.3, 170-171.

Keywords: psychology-course, talk-write, abstract-writing, oral-presentation, WAC, potential

5. Ticke, Lynne. (2003). Opening Dialogue: Students Respond to Teacher Comments in a Psychology Classroom. The WAC Journal, 14(1), 19-35. https://doi.org/10.37514/WAC-J.2003.14.1.03

Keywords: WAC, psychology-course, teacher-student, student-opinion, response, data

6. Young, Art; Mike Gorman; Margaret Gorman. (1983). The value and function of poetic writing. ERIC Document Reproduction Service, ED 228 635.

Annotation: Because poetic writing as a method of discourse and as a tool for learning plays a significant role in many theoretical models of writing but is rarely used in practice, a study was conducted to examine the effects on 70 college students in an introductory psychology class of a mixture of poetic and transactional assignments on the subject of schizophrenia. Students had one major expressive assignment (journals), two drafts (a first poem and a short story), and one final poetic assignment. They also had one draft and one final transactional assignment. A checklist and open ended questionnaire were used to gather student responses. Results indicated that the poem assignments encouraged creativity and helped students understand schizophrenia from the inside, while the transactional assignments helped them organize their thoughts and prepare to communicate them to another audience. (The report also briefly describes the experiences of one of four students selected for in-depth examination.) [ERIC]

Keywords: poetic, creativity, growth, experiment, psychology-course, schizophrenic, data, journal-writing, assignment, creative-writing, WAC, case-study, interview, student-opinion

7. Zehr, David. (1995). Buffy and Elvis: The Sequal. Plymouth State College Journal on Writing Across the Curriculum, 6(1), 15-22. https://doi.org/10.37514/WAC-J.1995.6.1.02

Annotation: Follows up on an earlier WAC Journal article and records exercises developed by a professor in an introductory psychology class, in which students demonstrate their understanding of a discipline specific writing text by completing writing assignments built around two fictional college students. To avoid plagiarism, the teacher modifies the assignment each year--as a play, then as a short story, then as responses from newspaper advice columnists, then as a political debate.[Timothy Woods]

Keywords: WAC, psychology-course, write-to-learn, assignment, fiction-writing, short story, genre, advice-column, political debate, drama-writing