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: Responding to Student Writing
Your search found 236 citations.
1. [various]. (1990). [synopses of conference talks, Seventh National Testing Network in Writing Conference, Montreal, Canada, April, 1989]. Notes from the National Testing Network in Writing 09, 2-48.
Keywords: testing, computer, process, large-scale, standards, WPA, international, contrastive, African-Am, NAEP, ESL, literacy, competency, holistic, University of Minnesota, validity, construct-validity, topic, assessment, Scotland, classroom, portfolio assessment, program, self-evaluation, peer-evaluation, self-validation, professional-school, veterinary, WAC, rater-training, program-validation, empowerment, rising-junior [East Texas State University], wcenter, transfer-student, James Britton, Peter Elbow, campus-wide, universal, computer, individual-differences, ESL, community, contrastive, City University of New York, disciplinary, rising-junior [University of Missouri-St. Louis], rising-junior [University of Wisconsin-Milwaukee], prompt, argumentation, validity, primary-trait, physics-department, feminist, pedagogy, placement, minimum competency, scale, score stability, response, local assessment, feature
2. [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
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. 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
5. 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,
6. 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
7. Andrews, Roy. (1997). Response [to William L. Taylor, 'Using drafts in History 231']. Plymouth State College Journal on Writing Across the Curriculum 08
, 12. https://wac.colostate.edu/journal/
Keywords: WAC, history-course, USA economic, drafting
Keywords: WAC, psychology-course, faculty-workshop, response, wcenter, tutor-conferencing
9. Anson, Chris M. (2013). Climate change [2013 CCCC Chair's address]. College Composition and Communication 65.2, 324-344.
Keywords: education, institution, change, online, MOOC, response, WAC, assignment
10. Anson, Chris M. (2002). The Jonas incident. In Anson, Christopher M. (Ed.), The WAC casebook: Scenes for faculty reflection and program development; New York: Oxford University Press (pp. 82-89).
Keywords: teacher-training, WAC, scenario, response, grading
11. Anson, Chris M. (1997). In our own voices: Using recorded commentary to respond to writing. In Sorcinelli, Mary Deane; Peter Elbow (Eds.), Writing to learn:Strategies for assigning and responding to writing across the disciplines (New directions for teaching and learning, No. 69); San Francisco, CA: Jossey-Bass (pp. 105-114).
Keywords: write-to-learn, WAC, response, audiotape, transcript-analysis, guidelines, dialogic, audioresponse
12. 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
13. Arapoff-Cramer, Nancy. (1971). A survey of university writing assignments. College Composition and Communication 22.2, 161-168.
Annotation: Surveys 425 responses from teaching faculty about English skills foreign students need most. Finds the term-paper assignment emphasizing expository themes most important but underscores its lack of a consistent form. [Sue Hum]
Keywords: assignment, data, frequency, WAC, survey, ESL, international, arrangement, consistency
14. Artemeva, Natasha & Logie, Susan. (2003). Introducing Engineering Students to intellectual Teamwork: The Teaching and Practice of Peer Feedback in the Professional Communication Classroom. Language and Learning Across the Disciplines, 6(1)
, 62-85. https://doi.org/10.37514/LLD-J.2003.6.1.04
Annotation: In this paper we report on the preliminary stages of a longitudinal study of the role and place of peer feedback in the development of students' writing.
Keywords: WAC, WID, writing across the curriculum, engineering, peer-response, peer-evaluation, data, longitudinal, teamwork
15. Atkinson, G. F. (1986). Writing among other skills [response to Dominick A. Labianco and William J. Reeves, Journal of Chemical Education 62.5]. Journal of Chemical Education 63.4, 337-338.
Keywords: science-course, WAC, chemistry-course
16. Baake, Ken. (1998). How do economists respond to the storytellers? A look at 'the rhetoric of economics'. ERIC Document Reproduction Service, ED 424 592.
Keywords: rhet-crit, academic, economics, Deirdre McCloskey, WAC, pedagogy, teacher-cooperation
17. Bahls, Patrick. (2012). Student writing in the quantitative disciplines: A guide for college faculty. San Francisco, CA: Jossey-Bass.
Keywords: WAC, WID, write-to-learn, hard science, quantitative, mathematics-course, guidelines, evaluation, response, student-writing
18. Bazerman, Charles. (1995). Response: Curricular responsibilities and professional definition. In Petraglia, Joseph (Ed.), Reconceiving writing, rethinking writing instruction; Mahwah, NJ: Lawrence Erlbaum (pp. 249-259).
Annotation: Bazerman’s grants that engagement and situatedness are central to good writing and effective writing pedagogy. He also grants that, as other contributions to Petraglia's book point out, such qualities are often missing in required first-year courses, but does not accept that first-year courses must exhibit these lacks, arguing that the 'best way to learn the power of writing is to write and become engaged in a compelling discourse' (257). Since it is impossible to know which discourses will best serve students in years to come, Bazerman suggests that students in their first years be engaged with a variety of discourses and that that work be connected to upper-division instruction in the major. Acknowledging that transferability is difficult to achieve, he advocates that students be taught to recognize and compare situations as well as to adapt previously-learned procedures. [A. Patricia Burnes, Supporting Undergraduate Writers Beyond the First Year, WPA-CompPile Research Bibliographies, No. 6]
Keywords: curriculum, advanced, FYC, English-profession, abolition, interest, WID, WAC, skill-transfer, situational
19. Bazerman, Charles. (1992). Response [to Richard L. Larson]. College English 54.1, 91.
Keywords: WAC, program
20. Beason, Larry. (1993). Feedback and revision in writing across the curriculum classes. Research in the Teaching of English 27.4, 395-422.
Keywords: response, drafting, commenting, revising, coding, measurement, research-method, feedback, WAC, criteria, text-analysis, business-law-course, journalism, dental hygiene, psychology-course, praise, data, frequency, arrangement, focusing, MX, diction, error
21. Beers, Susan E. (1985). Use of a portfolio writing assignment in a course on developmental psychology. Teaching of Psychology 12.2, 94-96.
Keywords: WAC, psychology-course, topic choice, interviewing, readings, student-response, data, student-opinion, portfolio, write-to-learn
22. Blair, Catherine Pastore. (1989). Response [to Gesa Kirsch, De Ann C. Finkel, and Alan W. France. College English 51.1, 103-106.
Keywords: WAC, dialogue, disciplinary, expertise, composition-studies
23. Blair, Catherine Pastore. (1989). Response [to Rebecca M. Howard; David Hess; Margaret F. Darby. College English 51.4, 435-437.
Keywords: WAC, Colgate University
24. Blau, Sheridan. (2010). Academic writing as participation: Writing your way in. In Sullivan, Patrick; Tinberg, Howard; Blau, Sheridan (Eds.), What is “college-level” writing? Volume 2: Assignments, Readings and Student Writing Samples; Urbana, IL: National Council of Teachers of English (pp. 29-56).
Annotation: Blau describes and models his methodology and classroom practice of a genre-specific approach that purports to enable the transition of high school, community college and first-year college students into the university academic discourse community. Blau bases his claims of efficacy on anecdotal reports, observations done in New York City community colleges and high school classrooms as well as the application of research and theory. Blau suggests that students ought to write share and discuss literary commentary so they can concretely enact the formation of genuine academic discursive practices. These student commentaries are used for longer papers where students read, respond to and cite each other’s work. Blau contends that this 'genre-creating program' promotes the 'critical thinking' that is essential to the reading and writing involved in 'college-level discourse' because it lends students academic authority, in that they are originators and evaluators of a shared classroom disciplinary textual [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: school-college, two-year, research-method, New York City, discourse-community, genre-specific, disciplinary, convention, WAC, critical-thinking, research-practice, theory-practice, discursive, praxis
25. Bloch, Joel, Condon, Bill, Hickey, Dona, McCleary, Leland, Matsuda, Paul Kei , Rilling, Sarah, & Palmquist, Mike. (2001). Connecting WAC and ESL?. Academic.Writing: Interdisciplinary Perspectives on Communication Across the Curriculum, 2(1)
, 1-1. https://doi.org/10.37514/AWR-J.2001.2.1.03
Annotation: This Forum builds on an article by Paul Kei Matsuda and Jeff Jablonski, "Beyond the L2 Metaphor: Towards a Mutually Transformative Model of ESL/WAC Collaboration." Published in Academic.Writing in 2000, the article provided a thoughtful challenge to current thinking about relations between the two fields. This Forum opens with statements from four scholars whose primary focus is ESL and responses to those statements from two scholars whose primary focus is writing across the curriculum. The participants then engage in a discussion built around two follow-up and one closing question. Members of this Forum communicated with each other via electronic mail and the Web over a period of roughly two months. Their interactions are represented here using links among and beyond the texts that they produced.
Keywords: wac, esl, L2, ESL, l1-l2