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.
Category: Collaboration, Group Work, and Peer Review
Your search found 306 citations.
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
2. 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
3. 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
4. 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
5. 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
6. 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,
7. Amore, Adelaide P. (1988). How faculty learn to become better coaches of writing and thinking: A case study of workshops in writing across the disciplines at Smith College, Northampton, Massachusetts [doctoral thesis]. New York: Columbia University Teachers College.
Keywords: WAC, Smith College, faculty-workshop, pedagogy, retraining, coaching
8. Andrews, Deborah C. (1979). Writing workshops for engineering and business faculty. ERIC Document Reproduction Service, ED 172 210.
Keywords: faculty-workshop, syllabus, WAC, engineering, business, grading, list, checklist
Keywords: WAC, psychology-course, faculty-workshop, response, wcenter, tutor-conferencing
10. Andrews, Roy, Johnson, Bruce, Puiia, Mike, Pemberton, Pat, & Hill, Nancy. (1994). A Model of Collaboration: One Teacher's Composition Class and the Reading/Writing Center. Plymouth State College Journal on Writing Across the Curriculum, 5(1)
, 81-95. https://doi.org/10.37514/WAC-J.1994.5.1.09
Keywords: WAC, collaboration, wcenter, read-write, teacher-tutor
11. 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
12. Anonymous. (1961). Workshop reports of the 1961 Conference on College Composition and Communication. College Composition and Communication 12.3, 130-192.
Keywords: government, two-year, comskills, reading, FYC, paperbacks, textbooks, linguistics, training, articulation, honors, Rutgers, basic, ESL, WPA, techcom, placement, testing, standards, grammar, usage, rhetoric, term-paper, CAI, WAC, government, research
13. Anonymous. (1960). Workshop reports of the 1960 Conference on College Composition and Ccommunication. College Composition and Communication 11.3, 129-181.
Keywords: research, linguistics, media, comskills, WAC, pedagogy, personal, articulation, textbooks, techcom, communication, speech, grammar, semantics, two-year, training, large-university, WPA, honors, industry
14. Anonymous. (1957). Workshop Reports of the 1957 Conference on College Composition and Communication. College Composition and Communication 08.3, 131-196.
Keywords: English-profession, ESL, WPA, testing, comskills, media, gen-ed, articulation, two-year, linguistics, WAC, class-size, population, research, basic, group, teacher-evaluation, reading, nonverbal symbolism, anthropology, classroom, discussion, standards, television, library, term-paper
15. Anonymous. (1956). Workshop Reports of the 1956 Conference On College Composition and Communication. College Composition and Communication 07.3, 120-172.
Keywords: English-profession, ESL, WPA, honors, testing, placement, comskills, media, training, gen-ed, wcenter, articulation, two-year, in-service, grading, spelling, linguistics, WAC, textbooks, listening, class-size
16. Anonymous. (1955). Workshop and Panel-Discussion Reports of the 1955 Conference On College Composition and Communication. College Composition and Communication 06.3, 123-179.
Keywords: FYC, newspaper, pedagogy, wcenter, read-write, training, honors, basic, ESL, reading, citation, advanced, deterioration, WAC, articulation, listening, creativity, examination, techcom, WPA, comskills, spelling, program, grammar, major,
17. Anson, Chris M., Carter, Michael, Dannels, Deanna P., & Rust, Jon. (2003). Mutual Support: CAC Programs and Institutional Improvement in Undergraduate Education. Language and Learning Across the Disciplines, 6(3)
, 25-37. https://doi.org/10.37514/LLD-J.2003.6.3.06
Annotation: In this essay, we will first describe ways in which CAC programs can become an integral part of a broader, institution-wide mission to improve undergraduate education through a stronger focus on collaborations and partnerships with organizations and administrative units that share commonalities of mission. We will then describe and assess the results of such a partnership at North Carolina State University, where we have teamed up with those responsible for a major, institution-wide initiative involving every undergraduate program in continuous cycles of program review and assessment. By analyzing the successes and limitations of our work, we suggest some fruitful directions for programs seeking mutual support for their efforts.
Keywords: WAC, WID, writing across the curriculum, communication across the curriculum, CAC, improvement, mutuality, mutuality, undergraduate
18. Anson, Christopher M.; Lesley K. Cafarelli; Carol Rutz; (eds.). (1998). Dilemmas in teaching: Cases for collaborative faculty reflection. Madison, WI: Mendota Press.
Keywords: scenario, pedagogy, WAC, English-profession, collaboration
Keywords: WAC, collaboration, magazine, student publishing, process, computer
Keywords: WAC, collaboration, assignment
21. Balajthy, Ernest. (1989). Computers in curricula program for networked college level writing process instruction: A first year report. ERIC Document Reproduction Service, ED 309 455.
Keywords: computer, ESL, mathematics-course, basic, WAC, tutorial, email, in-service, faculty-workshop, Curricula Network Project [New Jersey], two-year, process
Keywords: WAC, Waterford Mott High School, faculty-workshop, curriculum, change, process, high-school
23. Barber, John F. (2000). All Watched Over by Machines of Loving Grace: Promoting Cybernetic Ecology in Writing Classrooms. Academic.Writing: Interdisciplinary Perspectives on Communication Across the Curriculum, 1(4)
, 1-1. https://doi.org/10.37514/AWR-J.2000.1.4.11
Annotation: Howard Rheingold envisions 'cybernetic architectures' or worlds and ways to be in them (88). John Markoff writes about the creation of 'post-textual literacy' based on digital audio-visual rather than textual thinking that will offer us the opportunity to manipulate intertextuality in ways never before possible using only words and traditional face-to-face educational contexts (5). Building on these images, it is not a stretch to posit that computers and fiction and / or poetry classrooms can sustain each other in a 'cybernetic ecology' that might transcend the time, space, and place boundaries of the traditional classroom, provide access to far-flung resources, promote broader collaborative opportunities among colleagues, and orient such collaboration toward a broad spectrum of humanistic endeavor. The implications are not only interesting and challenging but necessary to address. [WAC Clearinghouse]
Keywords: cybernetic ecology, digital, new media, intertestuality, computer, literature, poetry, 'post-textual literacy', wac, wid, print-digital
24. Barnes, Marjorie. (1999). Writing-across-the-curriculum at Union County College. ERIC Document Reproduction Service, ED 437 110.
Keywords: two-year, WAC, Union County College, program history, survey, faculty-opinion, English-not-English, faculty-workshop, wcenter, program-program-validation newsletter, data
25. Baron, Dennis. (2002). Forget everything you learned about writing. In Anson, Christopher M. (Ed.), The WAC casebook: Scenes for faculty reflection and program development; New York: Oxford University Press (pp. 261-265).
Keywords: teacher-training, WAC, scenario, faculty-workshop, standards, school-college