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: Research
Your search found 657 citations.
1. [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
2. [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
3. [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
4. 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
5. Adams, Pauline Gordon; Emma Shore Thornton. (1986). An inquiry into the process of collaboration. Language Arts of Michigan 02, 25-28.
Keywords: collaboration, questionnaire, teacher-opinion, WAC, data, discipline, gender, age, inquiry
6. Addams, H. L. (1981). Should the Big 8 teach communication skills. Management Accounting 62.11, 37-40.
Keywords: WAC, workplace, survey, needs-analysis, CPA, certified public accountant, accounting-course
7. 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
8. 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
9. Adler-Kassner, Linda; Robert Crooks; Ann Watters (Eds.). (1997). Writing the community: Concepts and models for service-learning in composition. Washington, DC: American Association for Higher Education; Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 449 729.
Annotation: '[T]he first collection of essays explicitly connecting service learning and Composition studies' (Deans, Writing Partnerships, 2000, p.13). Adler-Kassner et al. highlight the benefits of combining service learning and composition for academic and nonacademic communities; review institutional barriers to implementing and sustaining effective service learning initiatives; and underscore the need to continue theorizing service learning. Contributors consider the implications of service learning for composition theory and pedagogy, university-community relations, higher education, and civic engagement. They also report on implementation of institution-specific programs, and they invite critical reflection and experimentation with service learning in Composition. The collection includes an annotated bibliography on community service and Composition. [David Stock]. [Rebecca Lorimer & David Stock, Service Learning Initiatives: Implementation and Administration; WPA-CompPile Research Bibliographies, No. 13].
Keywords: community, service-learning, pragmatic, civic literacy, WAC
10. Afful, Joseph Archibald Benjamin. (2006). Introductions in Examination Essays: The Case of Two Undergraduate Courses. Across the Disciplines, 3(2), 2-14. https://doi.org/10.37514/ATD-J.2006.3.2.10
Annotation: The author presents a study that employs a modified version of Swales' (1990) move analysis to investigates the generic structure of introductions in a total of 120 writing samples of Ghanaian undergraduates in English and Sociology. The study reveals differences between the two groups in their use of move-structures. (Published February 21, 2006) [WAC Clearinghouse]
Keywords: data, Swales, move analysis, WAC, examination essays, introductions, WAC, WID, English, Sociology
11. 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
12. 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,
13. Alderman, M. Kay; R. Klein; S. K. Seeley; M. Sanders. (1993). Metacognitive self-portraits: Preservice teachers as learners. Reading Research and Instruction 32.2, 38-54.
Keywords: journal-writing, learning-log, content-analysis, pre-service, education-course, WAC, strategy, data, learning-style, profiling, metacognition, self-portrait, self-knowledge
14. Allen, J. C. (1991). Integrating undergraduate research with a writing program. Journal of Geological Education 39.3, 224-226.
Keywords: geology-course, advanced, intensive, linked, WAC, drafting, peer-evaluation, revising, Richard Lanham, paramedic method, Bucknell University, integrated, undergraduate
15. Anderson, Larry; Patricia Teel Bates; Don Smith. (1994). Reader-response theory and instructors' holistic evaluating in and out of their fields. Teaching English in the Two-Year College 21.1, 53-62.
Keywords: data, experiment, evaluation, holistic, rating, contrast-group, academic, discipline, WAC, gender-difference, ethnicity, African-Am, anglo, prompt, assessment, topic
16. Anderson, S. J. (1986). Student essay assignment preferences: A study of sex, age and creativity variables. In O'Dowd, Kathleen; Earnest I. Nolan (Eds.), Learning to write/writing to learn; Livonia, MI: Madonna College, Humanities Writing Program (pp. 82-96).
Keywords: WAC, student-opinion, topic choice, student-preference, data, factorial, gender, age-correlation, creativity
17. Andrievskikh, Natalia. (2024). Student-Created Tabletop Foresight Games as Advocacy: Exploring Alternatives to the Op-Ed Genre in First-Year Writing Courses. Prompt 8.1, 28-37. https://doi.org/10.31719/pjaw.v8i1.169
Annotation: This assignment asks first-year writing students to collaboratively create a tabletop game design that would expose players to possible future developments of climate change. The multimodal component is accompanied by a series of writing, research, and communication assignments that are scaffolded to guide students through the iterative process of composing. As students explore alternative formats to make a persuasive argument, they gain a more nuanced understanding of their topic, hone critical thinking skills, and practice addressing different audiences. The final project includes a research paper and a formal project proposal. The author argues in favor of the affordances of game-based pedagogies in a writing and technical communication classroom.
Keywords: technical communication, advocacy, persuasive arguments, first-year writing, project-based learning, procedural rhetoric, game-based pedagogy, multimodal composition
18. Anisfeld, Moshe. (1987). A course to develop competence in critical reading of empirical research in psychology. Teaching of Psychology 14.4, 224-227.
Keywords: psychology-course, case-method, WAC, write-to-learn, critical-reading, empirical
19. Anonymous. (1991). Journal publishes research by high school science students. Composition Chronicle Newsletter 04.2, 8.
Keywords: student publishing, high-school, science-course, WAC
20. Anson, Chris M. (2010). The intradisciplinary influence of composition and WAC, 1867-1986. WAC Journal 21, 5-19. https://wac.colostate.edu/journal/vol21/index.cfm
Keywords: WAC, disciplinary, professional-periodical, history, 1867-1986, composition-studies, trend, write-to-learn, skill, data
21. Anson, Chris M. (1993). The future of writing across the curriculum: Consensus and research. In Anson, Chris M.; John E. Schwiebert; Michael M. Williamson (Eds.), Writing across the curriculum; Westport, CT: Greenwood (pp. xiii-xx).
Keywords: WAC, change, review-of-scholarship, history
22. Anson, Chris M. (1988). Toward a multidimensional model of writing in the academic disciplines. In Jolliffe, David A. (Ed.), Writing in academic disciplines (Advances in writing research, Vol. 2); Norwood, NJ: Ablex Publishing (pp. 1-34).
Keywords: WAC, multidimensional, model, theory, contextual, discourse-analysis, academic, nonacademic, WID, research-method, survey, faculty, review-of-scholarship, ideology, curriculum, write-to-learn, development, interpretive, research-agenda
23. Anson, Chris M. & Lyles, Karla. (2011). The Intradisciplinary Influence of Composition and WAC, Part Two: 1967-1986. The WAC Journal, 22(1), 7-19. https://doi.org/10.37514/WAC-J.2011.22.1.02
Keywords: disciplinary, WAC, professional-periodical, survey, 1967-1986, history, trend, composition-studies
24. Anson, Chris M.; Deanna Dannels. (2009). Profiling programs: Formative uses of departmental consultations in the assessment of communication across the curriculum. Across the Disciplines 06. https://wac.colostate.edu/atd/assessment/anson_dannels.cfm
Annotation: Implementation of communication-across-the-curriculum initiatives has outpaced their systematic assessment, leaving many stakeholders wondering whether faculty and students are benefiting from the emphasis on writing, speaking, and other communicative media in discipline-based courses and curricula. Increasing interest in assessment, however, has generated questions about which methods can best gauge the influence of CAC programs and activities on students' performance, faculty involvement, and curricular change. This essay describes a departmentally-based methodology for the formative assessment of CAC programs within academic disciplines. This methodology--the departmental profile--involves creating a status report of communication activities based on identified communication outcomes. Drawing on one departmental profile to illustrate this process, we explore ways in which the method can map a department's progress toward CAC implementation and thereby reinvigorate its attention to CAC as a sustained element of its teaching mission. [Authors' abstract]
Keywords: assessment, WAC, formative, program-validation, CAC, profiling, departmental rop, data, local assessment
25. Anthony, Mary Anne; Rancho Santiago Community College [Santa Ana, CA]. (1991). RSC classroom research consortium project: 1990-91/year-two report [Rancho Santiago College]. ERIC Document Reproduction Service, ED 341 423.
Keywords: two-year, persistence, diversity, project, computer, critical-thinking, WAC, teacher-opinion, multiculturalism, portfolio
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