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: Curriculum and Course Design

Your search found 1192 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. 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
3. Abdalla, Adil E. A. (1993). A country report project for an international economics class. Journal of Economic Education 24.3, 231-236.
Keywords: economics-course, report-writing, assignment, sample, WAC
4. 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
5. 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
6. 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
7. 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
8. 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
9. 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
10. 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
11. 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
12. 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
13. 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,
14. 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
15. 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
16. Ambron, Joanna Theresa. (1989). Implementing writing across the curriculum: Strategies in the biological sciences [doctoral thesis]. New York: Columbia University Teachers College.
Keywords: WAC, biology, journal-writing, freewriting, microtheme, clustering, implementation
17. Ambrose, Susan Adele. (1986). How historians think: A writing across the curriculum course for freshmen at the university level [doctoral thesis]. Pittsburgh, PA: Carnegie-Mellon University.
Keywords: FYC, WAC, history-course, syllabus, interdisciplinary, historiography, Carnegie-Mellon, historian
18. Anderson, JoAnn Romeo; Nora Eisenberg; J. Holland; Harvey S. Wiener; C. Rivera-Kron. (1983). Integrated skills reinforcement: Reading, writing, speaking, and listening across the curriculum. New York: Longman.
Keywords: WAC, school, pedagogy, speak-write, listening, reading, integrated, comskills, reinforcement
19. 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
20. Andrews, Roy & Donahue, Katherine. (2000). Spotlight Interviews on Writing Assignments for 'Into Thin Air': David Zehr, Kim Smith and Shane Cutler, and Susan Noel Share Their Approaches. Plymouth State College Journal on Writing Across the Curriculum, 11(1), 37-45. https://doi.org/10.37514/WAC-J.2000.11.1.04
Keywords: WAC, sharing, assignment, tutor-opinion
21. Andrews, Roy. (1992). Writing Values Across the Curriculum. Plymouth State College Journal on Writing Across the Curriculum, 3(2), 7-14. https://doi.org/10.37514/WAC-J.1992.3.2.04
Keywords: WAC, value, evaluation, disciplinary
22. Andrews, Sharon. (1997). Using content-area-of-the-day contributions to help preservice teachers make connections across the curriculum. ERIC Document Reproduction Service, ED 403 536.
Keywords: pre-service, English-ed, pedagogy, WAC, content-course
23. Andrews, William L. (2001). Teaching across the curriculum. ADE Bulletin, No. 128, 41-43.
Keywords: pedagogy, WAC, 'teaching across the curriculum, FYC, program-design, course-design
24. Angelo, Thomas A. (1997). Seven Promising Shifts and Seven Powerful Levers: Developing More Productive Learning (and Writing) Communities Across the Curriculum. Language and Learning Across the Disciplines, 2(2), 56-75. https://doi.org/10.37514/LLD-J.1997.2.2.07
Annotation: This article has three aims: one, to highlight connections between the learning communities movement of the 1990s and the WAC movement; two, to discuss why the timing and circumstances may now be right for learning communities to overcome persistent barriers to instructional and curricular reform; and three, to promote conversation and collaboration between WAC and learning communities activists. The author suggests modest steps campus change agents might take to advance the shared reform agenda of both movements. [WAC Clearinghouse]
Keywords: WAC, learning-community, change, power, curriculum, reformist activism, guidelines, program-change, productive
25. Anonymous. (1991). Reforming the curriculum through writing: A conversation with Elaine P. Maimon [interview]. Issues in Writing 04.1, 4-18.
Keywords: WAC, curriculum, Elaine P. Maimon
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