WAC Bibliography

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. Biswas, Ann E. (2016). Unbalancing acts: Plagiarism as catalyst for instructor emotion in the composition classroom [reflection] [Special Issue: Emotion]. Composition Forum 34. https://compositionforum.com/issue/34/unbalancing.php

Keywords: Emotion, emotion studies, plagiarism, WPA, WAC, WID, emotional labor

3. Hall, Jonathan. (2005). Plagiarism Across the Curriculum: How Academic Communities Can Meet th Challenge of the Undocumented Writer. Across the Disciplines, 2(2), 1-18. https://doi.org/10.37514/ATD-J.2005.2.2.08

Annotation: Jonathan Hall argues that there is 'a specifically WAC/WID approach to plagiarism' that can help us reduce plagiarism, help students incorporate sources into their writing effectively and honestly, and improve learning. (Published February 9, 2005) [WAC Clearinghouse]

Keywords: WAC, WID, plagiarism, pedagogy, pedagogy, discourse-community

4. Johns, Ann M. (2001). ESL students and WAC programs: Varied populations and diverse needs. In McLeod, Susan H.; Eric Miraglia; Margot Soven; Christopher Thaiss (Eds.), WAC for the new millennium: Strategies for continuing writing across the curriculum programs; Urbana, IL: National Council of Teachers of English (pp. 141-164).

Annotation: In this landmark chapter, Johns provides WAC administrators with an overview of the research on second language writers, covering such issues as differences between permanent resident L2 students and visa-holding L2 students; second language acquisition; error; and contrastive rhetoric. She then provides approaches for analyzing how and where L2 students are taught to write in a university as well as provides suggestions for better supporting L2 writers across the curriculum though faculty development, particularly in relation to understanding the writing development of L2 students, understanding and dealing with sentence-level errors in L2 writers’ texts, and the cultural complexities of plagiarism. [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, ESL, program, needs-analysis, change, diversity, WPA, administrating

5. Walker, Kristin. (1997). Consulting with lab, ESL students in an engineering writing center: Issues and strategies for dealing with the problem of plagiarism. Writing Lab Newsletter 21.6, 1-5. https://writinglabnewsletter.org/archives.php

Keywords: wcenter, ESL, WAC, plagiarism, engineering, ESL, international, science-laboratory

6. 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