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: Pedagogy
Your search found 1731 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. [various]. (1990). [synopses of conference talks, Seventh National Testing Network in Writing Conference, Montreal, Canada, April, 1989]. Notes from the National Testing Network in Writing 09, 2-48.
Keywords: testing, computer, process, large-scale, standards, WPA, international, contrastive, African-Am, NAEP, ESL, literacy, competency, holistic, University of Minnesota, validity, construct-validity, topic, assessment, Scotland, classroom, portfolio assessment, program, self-evaluation, peer-evaluation, self-validation, professional-school, veterinary, WAC, rater-training, program-validation, empowerment, rising-junior [East Texas State University], wcenter, transfer-student, James Britton, Peter Elbow, campus-wide, universal, computer, individual-differences, ESL, community, contrastive, City University of New York, disciplinary, rising-junior [University of Missouri-St. Louis], rising-junior [University of Wisconsin-Milwaukee], prompt, argumentation, validity, primary-trait, physics-department, feminist, pedagogy, placement, minimum competency, scale, score stability, response, local assessment, feature
3. [various]. (1988). [synopses of conference panels and talks, Sixth National Testing Network in Writing Conference, Minneapolis, Minnesota, April, 1988]. Notes from the National Testing Network in Writing 08, 4-33.
Keywords: testing, K-12, mode, portfolio, WAC, rising-junior [Governors State University], revamping, exit-exam [Ball State University], proficiency, rising-junior [University of Massachusetts], WAC, program, campus-wide, universal, literacy, validity, direct, reliability, scale stability, rater-training, holistic, discrepant-essay, primary-trait, placement, rhetorical, rater-training, video, program-program-validation, longitudinal, growth, regression, mode, rhetorical-task, pedagogy, reader-response, holistic, self-assessment, computer, style-checker, legal, national, international, Written Composition Study [International Association for Educational Achievement], criteria, contrastive, topic, classroom-research, computer-analysis, feature
4. [various]. (1987). [synopses of conference panels and talks, Fifth National Testing Network in Writing Conference, Atlantic City, New Jersey, 1987]. Notes from the National Testing Network in Writing 07, 3-20.
Keywords: testing, Writing Proficiency Examination [University of Massachusetts-Boston], rising-junior, standards, K-12, pedagogy, prompt, topic, assessment, holistic, rater-training, New Jersey College Basic Skills Placement Test, ESL, analytic, assessment profile, profiling, British Council Proficiency Test of the English Language, portfolio, computer, teacher-training, ESL, contrastive, African-Am, NAEP, New Jersey High School Proficiency Test, WAC, content-area, basic, program-validation, nonacademic, cultural, China, large-scale, college-span [Temple University], cross-sectional, longitudinal, error, regression, gender-difference, national, NAEPgender-difference, high-school
5. [various]. (1986). [synopses of conference panels and talks, Fourth National Testing Network in Writing Conference, Cleveland, Ohio, April, 1986]. Notes from the National Testing Network in Writing 06, 3-25.
Keywords: testing, measurement, portfolio, reading, language-proficiency, placement, assessment, instrument, purpose, topic, holistic, revising, drafting, validity, administering, cost, data-analysis, minimum competency, competency, WAC, curriculum, peer-evaluation, self-assessment, K-12, CBest [teacher-certification, Oregon], school, computer, pre-writing software, WANDAH [Writer's Aid and Author's Helper], style-checker, EECAP [Early English Composition Assessment Program, Ohio], computer-analysis
6. [various]. (1985). [synopses of conference panels and talks, Third National Testing Network in Writing Conference, San Francisco, California, March 1985]. Notes from the National Testing Network in Writing 05, 2-26.
Keywords: testing, assessment, K-12, portfolio, proficiency, procedure, teacher-certification, holistic, rating, rater-training, primary-trait, research-method, research, WAC [at Stanford University], Research in the Effective Teaching of Writing Project, discourse-feature, gain, classroom-research, longitudinal, development, regression, analytic, funding, program, ESL, teacher-training minority, curriculum, G5, response, administering, cost, data-analysis, peer-evaluation, topic, large-scale, Canada, placement, feature
7. Aarons, Victoria; Willis A. Salomon. (1989). The writing center and writing across the curriculum: Some observations on theory and practice. Focuses: A Journal Linking Composition Programs and Writing-Center Practice 02.2, 91-102.
Keywords: wcenter, WAC, theory, pedagogy
8. Abel, Jean P.; Frederick J. Abel. (1988). Writing in the mathematics classroom. Clearing House 62.4, 155-158.
Keywords: WAC, mathematics-course, pedagogy, microtheme, letter-writing, journal-writing, interviewing
9. Abels, Kimberly Town. (1994). Reconsidering writing across the curriculum: Language as a contested site in the discipline of dance [doctoral thesis]. Columbus, OH: Ohio State University.
Keywords: WAC, contested, literacy, disciplinary, metaphor, dancing, kinesthetic, body
10. Abrams, Lowell. (2017). Seeing the forest and the trees when writing a mathematical proof. Prompt 1.1, 19-28. http://thepromptjournal.com/index.php/prompt/article/view/11/7
Annotation: Abstract: One of the typical challenges facing a mathematics student when writing a proof is the need to understand the interplay of details and broader concepts. I describe a multi-step proof-writing assignment used in a mid-level course for mathematics majors that is designed to help with this challenge by forcing students to incrementally increase their engagement with the various conceptual levels of the material at hand.
Keywords: mathematics, proof-writing, WID, WAC, assignment-writing, assignment, pedagogy, reflective practice
11. Abrams, Nancy & Feiler, Nadine. (2003). Greater than the Sum of Parts: a Poetry/Science Collaboration. Language and Learning Across the Disciplines, 6(2), 129-140. https://doi.org/10.37514/LLD-J.2003.6.2.07
Annotation: Collaborations between disciplines in middle school usually occur between language arts and social studies, or between math and science; however, we found a collaboration between language arts and science to be a fruitful experience for our students in their learning both disciplines and in improving our own teaching. Understanding poetry and science requires many of the same skills: close observation, description, and metaphorical thinking. To that end, we developed a curriculum that focused on those skills as our students studied barrier islands in sixth grade science and poetry in sixth grade language arts.
Keywords: WAC, WID, writing across the curriculum, poetry, science, poetry
12. Abt-Perkins, Dawn; Gian Pagnucci. (1993). From tourist to storyteller: Reading and writing science. In Tchudi, Stephen (Ed.), The astonishing curriculum: Integrating science and humanities through language; Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 359 538] (pp. 99-111).
Keywords: WAC, pedagogy, science, humanities, reading, narrative, tourism, story-telling
13. Adams, Dennis M.; Mary Hamm. (1996). Cooperative learning: Critical thinking and collaboration across the curriculum. 2nd edition. Springfield, IL: Charles C. Thomas.
Keywords: critical-thinking, WAC, cooperative, pedagogy
14. Adams, Dennis M.; Mary Hamm. (1990). Cooperative learning: Critical thinking and collaboration across the curriculum. Springfield, IL: Charles C. Thomas.
Keywords: critical-thinking, WAC, cooperative, pedagogy
15. Adams, Katherine H. (1991). Satellite writing centers: A successful model for writing across the curriculum. In Wallace, Ray; Jeanne Simpson (Eds.), The writing center: New directions; New York: Garland Press (pp. 73-81).
Keywords: wcenter, satellite, program, WAC
16. Addison, Joanne; Sharon James McGee. (2010). Writing in high school/writing in college: Research trends and future directions. College Composition and Communication 62.1, 147-179.
Annotation: Outlines major large-scale writing research projects done within the ten years preceding article publication. Using student responses to the National Survey of Student Engagement’s (NSSE) 'writing-specific' questions, Addison and McGee identified five scales that 'describe the quality of undergraduate writing and establish that certain types of writing are substantially related to NSSE’s deep learning subscales, especially higherorder thinking and integrative learning,' through investigating: pre-writing activities, instructor articulation of clear expectations, the assignment of higher-order writing tasks, good instructor practices such as student collaboration, sample review and opportunities for writing practice, and evidence of student use of integrated media like the inclusion of visual content in their writing. Upon comparison of the aggregate data from the studies referenced above using these five scales, Addison and McGee found that college and high school faculty across the curriculum only diverged in their practices in terms of assigning higher-order writing tasks and using integrated media . Yet, college faculty tended to provide fewer opportunities for peer review and 'informal, exploratory' writing. Alternately, student and teacher as well as instructor-workplace perceptions and expectations about writing were far less congruent. In response, calls for the following future actions: the creation of 'WAC-centered vertical curriculum' between high schools and colleges that concretely emphasizes the transfer of skills related to not only essay but also narrative and critical research-based writing , including interdisciplinary rhetorical analysis and workplace genres; the establishment of future research partnerships between large organizations like NSSE and WPA jointly guided by the Committee on Research and Committee on Professional Visibility and Databases within CCCC; and the formation of an online repository by NCTE/CCCC to archive the raw data and tools used in writing studies as a resource for upcoming research and advocacy efforts [Rachel E. H. Edwards, Alignments and Alliences: Smoothing Students' Transitions from High School English to First-Year College Writing, WPA-CompPile Bibliographies, No. 20]
Keywords: writing-studies, school-college, articulation, literacy, WAC, scale, deep learning, curriculum, workplace, genre, best-practices, academic, research-method, future, trend, National Survey of Student Engagement’s (NSSE), WPA Committee on Research and Committee on Professional Visibility and Databases, CCCC, data repository, digital, rhetorical-analysis, interdisciplinary, trend
17. 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
18. Agatucci, Cora; Jack McCown; Mike Sequeria; Bruce Emerson. (1994). Writing and learning across disciplinary boundaries in college math and science courses. ERIC Document Reproduction Service, ED 377 501.
Keywords: Central Oregon Community College, two-year, WAC, problem-solving, program, assignment, mathematics-course, physics-course, syllabus
19. Aguilar, Irma. (1988). A medical-surgical nursing class participates in writing across the curriculum. In Killingsworth, Jimmie; Donald H. Cunningham; Laurie L. Jones (Eds.); Texas Tech University; Designing writing assignments for vocational-technical courses: A guide for teachers in the two-year college and technical institute; ERIC Document Reproduction Service, ED 298 331 (pp. 65-72).
Keywords: WAC, nursing-course, assignment, techcom, vocational, medical, surgical, participation
20. Agutter, Paul S. (1987). Precision testing: A method for improving students' written work in biochemistry. Journal of Biological Education 13, 25-31.
Keywords: biology-course, biochemistry, WAC, pedagogy, data, science, terminology, precision testing, data, improvement, reading-skill
21. Alaimo, Peter J., Bean, John C., Langenhan, Joseph M., & Nichols, Larry. (2009). Eliminating Lab Reports: A Rhetorical Approach for Teaching the Scientific Paper in Sophomore Organic Chemisty. The WAC Journal, 20(1), 17-32. https://doi.org/10.37514/WAC-J.2009.20.1.02
Annotation: Considers how an interdisciplinary team of faculty is striving to improve student performance on senior chemistry theses at Seattle University through an alternative approach to teaching the discourse of the scientific community within the year-long sophomore chemistry lab course. Drops the notion of teaching new students in formulaic, academic-specific ways, through utilization of rudimentary lab reports. Stresses the need to make students immediately aware of the inquiry-based, persuasive context of actual professional work and writing through collaborative-based experimentation that stresses multiple replications and use of evidence for conclusions. Suggests teaching the scientific paper over a year early in students' science careers and prioritizing students' 'writing process knowledge' through explicit instruction in writing within science courses. [Jaclyn Rossi]
Keywords: Seattle University, WAC, science-writing, sophomore, organic chemistry-course, laboratory-report, assignment, grading, inquiry, rubric, evaluation, response, data, process,
22. Alber-Morgan, Sheila R.; Terri Hessler; Moira Konrad. (2007). Teaching writing for keeps. Education and Treatment of Children 30.3, 107-128.
Annotation: This article outlines difficulties with the implementation of writing across multiple disciplines, grade levels, and individual abilities of students in a time of increased high-stakes accountability. Alba-Morgan, et al. argue that teachers must teach for generalizable writing outcomes and focus on big ideas. Offers six strategies for teachers to use to promote writing, the writing process, and the development of students' writing skills. [JeanMarie Dimitratos]
Keywords: school, pedagogy, WAC, individual, high-stakes, assessment, content, teacher-strategy, process, improvement
23. Alexander, James D. (1984). Creative writing across the curriculum. ERIC Document Reproduction Service, ED 241 946.
Keywords: creativity, fiction-nonfiction, WAC, expository, assignment, peer-evaluation, pedagogy, poetry-writing
24. Allen, George J. (1984). Using a personalized system of instruction to improve the writing skills of undergraduates. Teaching of Psychology 11.2, 95-98.
Keywords: psychology-course, write-to-learn, WAC, style, clarity, drop-out, persistence, paper-load, improvement, undergraduate
25. 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
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