WAC Bibliography

1. Barnes, J. Neal. (1988). A writing-intensive course in automotive engine repair. 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. 85-89).

Keywords: WAC, nursing-course, assignment, techcom, vocational, automotive, writing-intensive, syllabus

2. Berthelsen, Alice. (1988). A writing-intensive course in fashion promotion. 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. 113-121).

Keywords: design-course, writing-intensive, WAC, assignment

3. Bishop, Wendy. (2002). In the writing-intensive univers(ity). In Anson, Christopher M. (Ed.), The WAC casebook: Scenes for faculty reflection and program development; New York: Oxford University Press (pp. 53-60).

Keywords: teacher-training, WAC, scenario, writing-intensive

4. Bitsche, Cathy. (1988). A writing-intensive course in respiratory care. 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. 169-172).

Keywords: nursing-course, respiratory care, writing-intensive, WAC

5. Boice, Robert. (1990). Faculty resistance to writing-intensive courses. Teaching of Psychology 17.1, 13-17.

Keywords: WAC, faculty-resistance, write-to-learn, writing-intensive, teacher-opinion, survey, data

6. Bridwell, Lillian S. (1994). Writing-intensive courses: Possible criteria, national patterns, and resources (Technical Report No. 11). Minneapolis, MN: The Center for Interdisciplinary Studies of Writing, University of Minnesota.

Keywords: WAC, writing-intensive, criteria, resources, national, resources, technical-report

7. Bridwell-Bowles, Lillian; Michael Kuhne; Elaine Cullen; Kimberly Lynch; Mark Olsen. (1994). Writing-intensive courses: Possible criteria, national patterns, and resources (Technical report, No. 11). Minneapolis, MN: University of Minnesota, Center for Interdisciplinary Studies of Writing.

Keywords: WAC, writing-intensive, criteria, curriculum, trend, resources, technical-report

8. Chapin, Lisbeth. (2018). Implementing writing intensive gen ed seminars at a small, Catholic university [program profile]. Composition Forum 38. https://compositionforum.com/issue/38/gwynedd-mercy.php

Keywords: Gwynedd Mercy University, writing-intensive courses, general education, WAC

9. Duin, Ann Hill; Steve Simmons; Elizabeth Lammers. (1996). Decision cases for writing across the curriculum (Monograph No. 4). Minneapolis, MN: The Center for Interdisciplinary Studies of Writing, University of Minnesota. http://writing.umn.edu/docs/publications/Duin.pdf

Annotation: The goal of the project entitled 'Decision Cases for Writing Across the Curriculum' was to use content-rich case studies in a 'writing-intensive' course. In Winter 1993, the researchers investigated the use of four 'decision cases' in 'Environment and World Food Production,' an undergraduate Animal and Plant Systems course at the University of Minnesota. Their analysis indicates that decision cases are a complex and promising tool for stimulating writing assignments in scientific courses. [from Preface]

Keywords: WAC, case-method, assignment

10. Farris, Christine; Raymond Smith. (1992). Writing-intensive courses: Tools for curricular change. In McLeod, Susan H.; Margot Soven (Eds.), Writing across the curriculum: A guide to developing programs; Newbury Park, CA: Sage [ERIC Document Reproduction Service, ED 350 622] (pp. 71-86).

Keywords: WAC, program, change, writing-intensive

11. Grauerholz, Liz. (1999). Creating and teaching writing-intensive courses. Teaching Sociology 27.4, 310-323.

Keywords: writing-intensive, WAC, assignment, sequence, volume-of-writing, syllabus, sociology-course

12. Hansen, W. Lee. (1993). Teaching a writing intensive course in economics. Journal of Economic Education 24.3, 213-218.

Keywords: economics-course, intensive, write-to-learn, student-opinion, teacher-opinion, WAC

13. Henry, Jim & Baker, Tammy Haili'ōpua. (2015). Writing to Learn and Learning to Perform: Lessons from a Writing Intensive Course in Experimental Theatre Studio. Across the Disciplines, 12(4), 1-31. https://doi.org/10.37514/ATD-J.2015.12.4.19

Annotation: This case study conducted by a writing specialist and a theatre specialist examines the ways in which writing to learn and learning to write took form in a course in which the ultimate goal was a staged production for a live audience. Using naturalistic methodology that deployed both ethnographic and autoethnographic approaches to analyze the teaching and learning that transpired in Theatre 490: Experimental Theatre Studio, analysts reviewed the syllabus, assignments, production journal, responses to learning-to-write assignments, students' written final reflections, anonymous end-of-term course evaluations, a video of the final staged performance, and responses to a questionnaire completed by students nearly two years after the staged performance. Findings that incorporate video clips from the staged performance shed light on elements of teaching and learning that pass undetected when written artifacts alone are used to assess learning, including ways in which students learn from and about one another, learning through rehearsal and embodied performance, collaborative processes, framing research as an initial and collaborative venture, nurturing reflexive performances, learning to teach audiences, and engaging with invention as a social act. Implications are drawn for WAC/WID theory and for applications of Theatre 490 teaching approaches in courses outside of the performing arts.

Keywords: learning to write, WAC, write-to-learn, theatre-arts, performing arts, revision, audience, restored behavior, reflexivity, performance, rehearsal, collaboration, research, invention, self-consciousness, embodiment

14. Hilgers, Thomas L.; Ann Shea Bayer; Monica Stitt-Bergh; Megumi Taniguchi. (1995). Doing more than 'thinning out the herd': How eighty-two college seniors perceived writing-intensive classes. Research in the Teaching of English 29.1, 59-87.

Keywords: student-opinion, senior, writing-intensive, WAC, interview, follow-up, data, percentage

15. Hirsch, Linda; Carolina DeLuca. (2003). WAC in an urban and bilingual setting: Writing-to-learn in English y en Español. Language and Learning Across the Disciplines 6.3. https://wac.colostate.edu/llad/v6n3/hirsch.pdf

Annotation: Hirsh and DeLuca research the effectiveness of writing-to-learn pedagogies in a writing-intensive section of an Introductions to Humanities course taught in Spanish as part of a bilingual program. Hirsh and DeLuca argue that for L2 students, writing-to-learn in their first language enables them to create meaning and further understand course material, a benefit of WAC not always available to L2 writers when faculty insist on the use of English even in low-stakes writing activities. [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, WID, WAC, L2, urban, write-to-learn, bilingual, Spanish-English, ESL, urban

16. Hocks, Mary E.; Daniele Bascelli. (1998). Building a writing-intensive multimedia curriculum. In Reiss, Donna; Dickie Selfe; Art Young (Eds.), Electronic communication across the curriculum; Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 416 561] (pp. 40-56).

Keywords: computer, WAC, Spelman College, faculty-resistance, faculty-workshop, pedagogy, multimedia project, writing-intensive, WAC

17. Holdstein, Deborah H. (2001). 'Writing across the curriculum' and the paradoxes of institutional initiatives. Pedagogy 01.1, 37-52.

Annotation: Argues that faculty involved in WAC are often blissfully unaware of the motives of administrations that support WAC. Argues that WAC, which started as a ""bottom-up"" effort, can become institutionalized or ""top-down."" Observing a listserv, Holdstein finds that teachers think problems with WAC are peculiar to their university, rather than symptoms of a general problem: WAC being used deceitfully by universities. Holdstein warns that WAC can be used to avoid the issue of improving student writing. WAC can become public relations. Writing instruction may be shifted to teachers who have no interest in it; with no oversight, writing suffers. ""Writing Intensive"" classes may compartmentalize writing, counter to the spirit of WAC. Some universities are saying that WI classes should take the place of required composition classes. Holdstein warns that WAC may be ""hijacked."" Eric Martin wrote a rebuttal to this article. Available online via MUSE database. [WAC Clearinghouse]

Keywords: WAC, program, implementation, initiative, hierarchy, faculty-administration, needs-analysis, intensive, initiative, paradox

18. Kennedy, Mary Lynch. (1995). Integrating writing into writing intensive courses and courses across the curriculum: A guide for faculty. Courtland, NY: State University of New York, Courtland.

Keywords: WAC, pedagogy, guidelines, assignment, intensive, integrated

19. Kimball, Sara. (1998). WAC on the web: Writing center outreach to teachers of writing intensive courses. In Hobson, Eric H. (Ed.), Wiring the writing center; Logan, UT: Utah State University Press (pp. 62-74).

Keywords: wcenter, computer, WAC, writing-intensive, outreach

20. Kiniry, Malcolm; Ellen Strenski; Mike Rose. (1990). UCLA. In Fulwiler, Toby; Art Young (Eds.) Programs that work: Models and methods for writing across the curriculum; Portsmouth, NH: Boynton/Cook Heinemann (pp. 29-43).

Annotation: Kiniry, Strenski, and Rose begin their chapter by discussing how the linked-course program at UCLA was developed to offset the paucity and pedagogical narrowness of writing-instruction in undergraduate classes on campus: 'many undergraduate course don't assign writing, and when it is assigned, it is more often used as an evaluative tool rather than a pedagogical one' (30). Their writing program’s answer to the increasing need for writing instruction Writing Intensive English (English 100W), 'offered as a two credit course attached to a specific course in another discipline, and . . . taken by a portion of the students in that base course' (p. 31). A mid-section of the chapter is dedicated to 'theoretical/philosophical foundations' of the writing program at UCLA, including the linked-courses; these ideals include that notion that writing must be integrated into the learning goals of the course, the writing instruction is more effective when assignments are scaffolded, and that instruction in writing must include instruction in reading (p. 35). The authors describe three of the courses at UCLA at the time of writing—'English Composition, Rhetoric, and Language,' 'Intermediate Exposition,' and English 100W 'Intensive Writing.' They wrap up the chapter with a discussion of the 'future' of writing across the curriculum at UCLA. [Michelle LaFrance, Linked Writing Courses; WPA-CompPile Research Bibliographies, No. 14]

Keywords: University of California, WAC, Los Angeles, linked, scaffolding, intensive, ancillary, program, pedagogy, reading, future

21. Latona, John. (1991). What do we mean by 'writing-intensive'?. Composition Chronicle Newsletter 04.6, 8-9.

Keywords: WAC, writing-intensive

22. Nelms, Gerald; Ronda Leathers Dively. (2007). [Printed version is incorrect: See NOTE in Annotation] Perceived roadblocks to transferring knowledge from first-year composition to writing-intensive major courses: A pilot study. WPA: Writing Program Administration 31.1-2, 214-240. http://wpacouncil.org/archives/31n1-2/31n1-2dively-nelms.pdf

Annotation: NOTE: The version of this article that appears in the print copy of the journal is NOT the version meant for publication. It is an earlier draft that should not have been published. [authors] Nelms and Dively report on a study utilizing survey and focus group methodology to explore far transfer (as defined by Perkins and Salomon) from FYC to writing intensive (WI) courses at an institution with a two-course FYC sequence taught by GTAs with 'considerable freedom' of course design. Five themes emerged, several acting as 'roadblocks' to transfer. Student desire to 'compartmentalize' learning led to an inability to make connections across contexts. While some skills, including an understanding of the connection between thesis and support, an ability to analyze, and familiarity with the principles of citation, did transfer into WI courses, other skills identified as 'commonly addressed' in FYC did not. Further, WI instructors lamented the lack of time they had to address context-based writing in their courses, and although they recognized the essential nature of invention, peer response, and metacognition for writing success, they had not incorporated these strategies into their class meetings. Nelms and Dively note the significance of student dispositions, including lack of motivation, indifference about writing, and entitlement that are shown to limit transfer. Finally, they contend that the disparate vocabulary utilized in FYC and the content courses also hindered transfer; though instructors were often discussing the same concept, the different vocabulary prevented students (and instructors) from seeing connections. The authors recommend increased communication between FYC and WI instructors to bridge vocabulary differences, as well as teaching for transfer through contextualization, reflection, active learning, and the use of the 'hugging' and 'bridging' concepts of Perkins and Salomon. [Robin L. Snead, 'Transfer-Ability': Issues of Transfer and FYC, WPA-CompPile Research Bibliographies, No. 18]

Keywords: skill-transfer, knowledge-transfer, FYC, longitudinal, data, interdisciplinary, WPA, WAC, advanced, writing-intensive, pilot study

23. Nereson, Sally. (1994). Outside the lines but on the page: Perspectives on writing in an individualized, writing-intensive baccalaureate degree program (Technical Report No. 8). Minneapolis, MN: The Center for Interdisciplinary Studies of Writing, University of Minnesota.

Keywords: WAC, writing-intensive, individual, program, technical-report

24. Palmquist, Mike. (2005). Writing in emerging genres: Student Web sites in writing and writing-intensive classes. In Herrington, Anne; Charles Moran (Eds.), Genre across the curriculum; Logan, UT: Utah State University Press (pp. 219-244).

Keywords: genre, WAC, pedagogy, website, writing-intensive, FYC

25. Pobywajlo, Margaret. (2001). Changing Attitudes about General Education: Making Connections Through Writing Across the Curriculum. Plymouth State College Journal on Writing Across the Curriculum, 12(1), 9-19. https://doi.org/10.37514/WAC-J.2001.12.1.02

Annotation: In response to many students’ negative attitudes toward general education courses, Pobywajlo suggests that writing across the curriculum (WAC) programs and writing intensive (WI) courses have the potential to alter both student attitudes and pedagogical practices in general education. The author blames colleges and universities for student disinterest and negativity toward general education courses. Due to large, lecture-style classes, emphasis on breadth rather than depth, low expectations, and fragmentation among courses, students easily disengage from general education courses and fail to recognize the importance of practicing varied forms of critical thinking. Citing prominent researchers in the fields of WAC and composition pedagogy, the author presents WAC programs and WI courses as tools to improving the connectivity of general education courses. She purports that implementing writing facilitates learning, helps students find their voices, authentically assesses learning, grants students responsibility for their own learning, and encourages deeper reading. To support her theories empirically, Pobywajlo presents her findings from a survey she conducted among WI professors at the University of New Hampshire, showing that the majority of professors saw enhanced learning among their WI students. Finally, Pobywajlo calls for additional training for faculty members and continued efforts toward connectivity through writing in general education courses. (Cassie Curtis)

Keywords: WAC, gen-ed, history

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