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: Graduate Students

Your search found 17 citations.

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. Bordwell, C. B. (1965). The writing tutorial across campus. College English 26.7, 562-564.
Annotation: Account in the Departmental Memo section of a program at the University of Oregon honors college in which students are enrolled in a tutorial as a supplement to the composition classroom. The program was also being expanded outside of comp to undergrads and grad students. The account of practice is quite contemporary. [Neal Lerner, Chronology of Published Descriptions of Writing Laboratories/Clinics, 1894-1977, WPA-CompPile Research Bibliographies, No. 9]
Keywords: University of Oregon, tutoring, wcenter, stretch, WAC, honors, ancillary, WAC, graduate, tutoring, tutorial
3. Casanave, Christine R. Pearson. (1990). The role of writing in socializing graduate students into an academic discipline in the social sciences [doctoral thesis]. Stanford, CA: Stanford University.
Keywords: social-science, WAC, socialization, academic, disciplinary, ethnographic, graduate, social
4. Chanock, Kate. (2007). Helping Thesis Writers to Think About Genre:What is Prescribed, What May Be Possible. The WAC Journal, 18(1), 31-41. https://doi.org/10.37514/WAC-J.2007.18.1.03
Annotation: Describes a WAC-like seminar created to aid graduate students in discovering how to simultaneously write creatively and formally in accordance with their respective disciplines. By using analysis of established genres in thesis formation students work within the guidelines and concerns of the discipline while applying their own ideas of what constitutes relevant forms and content for personal investment. Purpose is to foster interpersonal communication among members of the academic disciplines. [Michael Bistreich]
Keywords: masters thesis-writing, genre-analysis, graduate, WAC, seminar, Australian, creativity, academic, disciplinary, individual, interpersonal
5. Cox, Michelle. (2010). Identity, second language writers, and the learning of workplace writing. In Cox, Michelle; Jay Jordan; Christina Ortmeier-Hooper; Gwen Gray Schwartz (Eds.), Reinventing identities in second language writing; Urbana, IL: National Council of Teachers of English (pp. 75-95).
Annotation: Drawing from case studies of graduate students in a Communication Science and Disorders masters program, Cox compares the writing experiences of a L2 writer with native English speaking writers in the same program, concluding that the ways in which the L2 writer was identified as ‘ESL’ by faculty had negative consequences for this student’s progress through the master’s program. However, the same student’s bilingualism was seen more positively by supervisors in off-campus internships. Cox calls on WAC administrators to learn more about how L2 writers fare in the workplace in order to work more productively with faculty preparing students for different professions. [Michelle Cox, WAC/WID and Second Language Writers (Part 2: Studies Focused on L2 Writers in Specific Disciplines), WPA-CompPile Research Bibliographies, No. 8]
Keywords: WAC, ESL, WID, graduate, workplace, case-study, native-nonnative, evaluation, faculty-opinion, worker-opinion
6. Cox, Michelle. (2010). WAC/WID and second language writers (WPA-CompPile Research Bibliographies, No. 8). CompPile database [filed in the Annotation Field--enter: WPA-CompPile Research Bibliographies, No. 8].
Annotation: In his 2009 article, 'WAC/WID in the Next America: Redefining Professional Identity in the Age of the Multilingual Majority,' Jonathon Hall argues for WAC/WID administrators to be inclusive of second language (L2) students in WAC/WID programs, research, and faculty development. This annotated bibliography takes up that call by providing WAC/WID administrators with reviews of 26 journal articles, book chapters, and monographs that together provide a range of resources useful for providing support for the L2 students writing across the curriculum, in the majors, and in graduate programs. This annotated bibliography is organized in three sections: WAC/WID administrative issues and L2 writers, studies focused on L2 writers in particular disciplines, and studies focused on L2 writers across disciplines. Many of the studies included are case studies tracking the experiences of undergraduate students writing in general education courses as well as courses in their majors, and graduate students writing across master and doctoral programs. What emerges from these studies is a picture of the complex linguistic, cultural, and identity transitions made by L2 students as they write across varying social, disciplinary, and rhetorical contexts. What also emerges is a map of the many opportunities available to WAC/WID professionals for advocating for L2 students. Positioned at the crossroads of teaching and learning as agents of institutional change, WAC/WID professionals are key to making our institutional landscapes, classrooms, and assessment practices more equitable for L2 students, a group not at the margins but at the center of US institutions of higher education. [Michelle Cox, WAC/WID and Second Language Writers, WPA-CompPile Research Bibliographies, No. 8]
Keywords: WAC, WID, ESL, WPA, administrating, needs-analysis
7. Dorina Tila. (2022). Writing Across the Curriculum (WAC) Assignment in Macroeconomics: Collect, Analyze, Interpret and Implement Policies based on Economic Indicators. Prompt, 6.2, 122-133. https://doi.org/10.31719/pjaw.v6i2.99
Annotation: This article shares an assignment that has been successfully implemented in Writing Across the Curriculum (WAC) macroeconomic courses available to major and non-major undergraduate students enrolled in the City University of New York (CUNY) Kingsborough Community College. While the outcome at the end of the semester is a paper of about three pages, the steps designed to assist students with completing it are important because they provide a detailed research and investigation guide. The assignment is composed of a series of scaffolded tasks that engage students in data collection, data analysis, and interpretation using economic theory of the subject area, presentation of the actual findings compared to predictions of economic theory, and investigation and interpretation for convergence and/or divergence from the economic theory. This assignment is based on prior research on the benefits of assigning writing in economics courses and aims to achieve the outcomes described by the structure of cognitive process dimension of the revised Bloom’s taxonomy (Bloom et al., 1956; Krathwohl, 2002).
Keywords: research based learning, wac, online
8. Elodia Villase or, Miguel Alcal! , Ena Suseth Valladares, Miguel A. Torres, Vanessa Mercado, and Cynthia A. G mez. (2013). Empower Latino youth (ELAYO): Leveraging youth voice to inform the public debate on pregnancy, parenting and education. Community Literacy Journal 08.1, 21-39.
Annotation: Youth perspectives are routinely absent from research and policy initiatives. This article presents a project that infuses youth participation, training and mentorship into the research process and teaches youth how to become policy advocates. Empower Latino Youth (ELAYO) studies the individual and systemic factors impacting sexuality and childbearing among Latino youth and seeks to reduce negative stereotypes and elevate the social standing of Latino youth. As a team-in-training, ELAYO provides adolescents, undergraduate and graduate students the opportunity to develop research skills while learning the importance of linking science to policy. This paper was developed in collaboration with Latino youth.
Keywords: public policy, collaborative research, youth sexuality, Latino, advocacy training, youth engagement, youth sexuality, health, and rights (YSHR)
9. Freedman, Sarah Warshauer. (1983). Student characteristics and essay test writing performance. Research in the Teaching of English 17.4, 313-325.
Annotation: In this innovative study of student self-assessment and the quality of their essays, Freedman had college freshmen write on topics typical of those "found on proficiency and placement tests which call for expository/argumentative essays" (p. 315). Raters of the essays were graduate students at Stanford with at least three years' experience teaching, all of whom had had previous experience with holistic evaluation. The holistic procedure (used also in Freedman, 1977; Freedman, 1981; and Freedman and Calfee, 1983) pooled four raters' scores on a 4-point scale. The strongest predictor of the holistic score was the student's selection standards for schools attended. If students claimed to be better writers, they scored higher. But there was no correlation with student age, declared pleasure with writing, and believed difficulty of the topic. [For other early studies of writing assessment and student self-evaluation, or "self-efficacy," see Olson and Martin, 1980; McCarthy, Meier, and Rinderer, 1985.] RHH [Rich Haswell & Norbert Elliot, Holistic Scoring of Written Discourse to 1985, WPA-CompPile Research Bibliographies, No. 27]
Keywords: FYC, topic, student-opinion, student self-evaluation, evaluation, holistic, pooled-rater, teacher-student, prompt, readability, apprehension, gender, data, pleasure, age-correlation, topic difficulty, self-efficacy
10. Gere, Anne Ruggles; Sarah C. Swofford; Naomi Silver; Melody Pugh. (2015). Interrogating Disciplines/Disciplinarity in WAC/WID: An Institutional Study. College Composition and Communication 67.2.
Annotation: Discipline_focused WAC/WID principles are often resisted, interrogated, and subverted by faculty, graduate student instructors, and undergraduates. New disciplinarity, especially its concepts of borderlands and elasticity, offers a promising focus for WAC/WID.
Keywords: WAC, survey, perspectives, discipline, border, disciplinarity
11. Gottschalk, Katherine K. (2002). Preparing graduate students across the curriculum to teach writing. In Pytlik, Betty Parsons; Sarah Liggett (Eds.), Preparing college teachers of writing: Histories, theories, programs, practices; New York: Oxford University Press (pp. 135-146).
Keywords: teacher-training, TA-training, WAC
12. Lisa, Cahill. (2010). A comparative study of faculty and graduate student expectations of writing in one discipline [doctoral thesis]. Tempe, AZ: Arizona State University.
Keywords: WAC, teacher-expectation, student-expectation, data, standards, graduate
13. Packer, Barbara. (1995). Improving writing skills in speech-language pathology graduate students through a clinical writing course, speech pathology. ERIC Document Reproduction Service, ED 384 178.
Keywords: syllabus, practicum, WAC, speech-psychology-course, graduate, block, procrastinating, improvement, data, syllabus, microtheme, speech pathology
14. Palsberg, J. Baxter. (2002). Teaching reviewing to graduate students. Communications of the ACM 45.12, 22-24. http://www.cs.purdue.edu/homes/palsberg/paper/661-eval.pdf
Annotation: This article reports on how a computer science professor and a Ph.D. student in English turned a graduate seminar into a vehicle for teaching reviewing to graduate students. The evaluation and conclusions may help others do likewise. This is an extended version of the article, available on the first author's Web site. [WAC Clearinghouse]
Keywords: WAC, interdisciplinary, graduate, book-reviewing, pedagogy, computer-science-course
15. Raedts, Mariet, Elke Van Steendam, Luc De Grez, Jef Hendrickx, and Chris Masui. (2017). The effects of different types of video modelling on undergraduate students' motivation and learning in an academic writing course. Journal of Writing Research 8.3, 399-435. https://doi.org/10.17239/jowr-2017.08.03.01
Keywords: academic writing, peer modelling, strategy instruction, observational learning, writing self-efficacy
16. Vickery, Connie E.; et al. (1996). Encouraging undergraduate students to publish: Getting their message into print. Journal of Family and Consumer Sciences 88.3, 13-16.
Keywords: WAC, teacher-tutor, wcenter, nutrition-course, term-paper, process, student publishing, publishing success, professional newsletter, undergraduate
17. Weidman, Nadine. (1998). Response to Criticism. Language and Learning Across the Disciplines, 2(3), 75-76. https://doi.org/10.37514/LLD-J.1998.2.3.11
Annotation: In this article, Weidman offers a brief reflection on these questions: Should non-composition graduate students be teaching freshmen writing and writing-intensive courses? Or should the job be reserved for experienced, full-time professors of composition? [WAC Clearinghouse]
Keywords: FYC, first-year seminar, WAC

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