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: WAC in Large Classes
Your search found 58 citations.
1. Anonymous. (1959). The basic issues in the teaching of English, being definitions and clarifications presented by members of the American Sstudies Association, College English Association, Modern Language Association, and National Council of Teachers of English. Champaign, IL: National Council of Teachers of English.
Keywords: English-profession, aim, competency, proficiency, basic, pedagogy, read-write, national standards, speech, class-size, work-load, technology, audiovisual, WAC, graduate, certification, English-ed, training, rhetoric, linguistics, lit-crit, articulation, DA-degree, contemporary
2. 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
3. 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
4. Beall, Herbert. (1991). In-class writing in general chemistry. Chemical Education 68, 148-149.
Keywords: WAC, chemistry-course, lecture, class-size, in-class
5. Beall, Herbert; John Trimbur. (1993). Writing in chemistry: Keys to student underlife. College Teaching 41.2, 50-54.
Keywords: WAC, chemistry-course, in-class, impromptu, large-class, lecture, teacher-knowledge, student-resistance, teacher-resistance
6. Bernhardt, Stephen A. (1985). Writing across the curriculum at one university: A survey of faculty members and students. ADE Bulletin, no. 82, 55-59.
Keywords: WAC, survey, data, frequency, class-size, faculty attitude, assignment, testing, assignment, genre
7. Berquist, Goodwin; V.Tiefel; B. Waggenspack. (1986). Coping with the critical essay in a large lecture course. Communication Education 35.4, 396-399.
Keywords: WAC, assignment, library, critical-bibliography, critical-essay, sequence, large-class, lecture, team-teaching, coping
8. Bostian, Lloyd R. (1983). Even in classes of 100 to 150, personalization is possible. Journalism Educator 38.2, 8-10.
Keywords: journalism-course, agriculture-course, large-class, class-size, WAC, exercise, review question, tutorial, presentation, individualization
9. Burrell, Karen Irene; Patricia J. McAlexander. (1998). The synthesis journal. Journal of Developmental Education 22.1, 20-30.
Keywords: journal-writing, synthesis journal, synthesis, academic, critical-thinking, WAC, reading, lecture, note-taking, discussion, personal experience
10. Church, Kathleen; Arizona Board of Regents. (1988). Undergraduate literacy programs at Arizona universities. ERIC Document Reproduction Service, ED 306 802.
Keywords: literacy, Arizona, program, FYC, survey, class-size, guidelines, change, WAC, literacy program, undergraduate
11. Clanton, Gordon. (1997). A semi-painless way to improve student writing. Thought and Action 13.1, 21-30.
Keywords: WAC, brevity, assignment, guidelines, evaluation, criteria, conferencing, one-on-one, improvement, lecture, arrangement, student-writing
12. Committee on Basic Issues. (1959). The basic issues in the teaching of English. A conference report. Publications of the Modern Language Association 74.4 (pt. 2), 1-12.
Keywords: English-profession, aim, competency, proficiency,basic, pedagogy, read-write, national standards, speech, class-size, work-load, drudgery, technology, audiovisual, WAC, graduate, certification, English-ed, training, rhetoric, linguistics, lit-crit, articulation, DA-degree
13. Davis, Larry Eugene; et al. (1991). Student abstract writing as a tool for writing across the curriculum in large introductory-geology courses. Journal of Geological Education 39.3, 178-180.
Keywords: geology, large-class, lecture, abstract-writing, WAC, concision, write-to-learn, evaluation, introductory
14. Donnelly, John Patrick. (1989). A term paper project in large survey courses. History Teacher 22.2, 117-124.
Keywords: term-paper, class-size, large-class, lecture, assignment, biography-writing, sketch, student-opinion, WAC
15. Eastman, Arthur M. (1981). The foreign mission of the university English department. ERIC Document Reproduction Service, ED 215 349.
Keywords: English-ed, department, mission, FYC, class-size, WAC, National Writing Project, school-college, faculty-workshop, Virginia Polytechnic Institute
16. Eisen, Arri. (1996). 'Disease of the Week' reports: Catalysts for writing and participation in large classes. Journal of College Science Teaching 15.5, 331-333.
Keywords: biology-course, class-size, large-class, lecture, WAC, assignment, science-writing, Disease of the Week, participation
17. Faust, Jennifer L.; Donald R. Paulson. (1998). Active learning in the college classroom. Journal on Excellence in College Teaching 09.2, 3-24.
Keywords: active-learning, large-class, lecture, WAC, listening, group, exercise, class-size
18. Ferlazzo, Paul J. (1986). Experimenting with freshman writing. ADE Bulletin, no. 83, 25-27.
Keywords: FYC, change, Montana State University, class-size, teaching-load, WAC, wcenter, peer-tutor, collaboration, workshopping, assignment, sequence
19. Fulwiler, Toby. (1984). How well does writing across the curriculum work?. College English 46.2, 113-125.
Keywords: WAC, faculty-workshop, attitude, turf, class-size, program-validation, community, pedagogy, tenure, promotion
20. Geske, Joel. (1992). Overcoming the drawbacks of the large lecture class. College Teaching 40.4, 151-154.
Keywords: WAC, large-class, lecture, communications-course, advertising-course, oral-presentation, microtheme
21. Gottschalk, Katherine K. (1984). Writing in the non-writing class: 'I'd love to teaching writing, but...'. In Bogel, Fredric V.; Katherine K. Gottschalk (Eds.), Teaching prose: A guide for writing instructors; New York: Norton (pp. 393-416).
Keywords: WAC, pedagogy, class-size, write-to-learn
22. Grabau, Larry J.; Patricia S. Wilson. (1995). Jumping on thin ice: Values argument writing assignment for a large enrollment plant science class. Journal of Natural Resources and Life Sciences Education 24.2, 185-189.
Keywords: biology-course, plant science, class-size, large-class, lecture, library skills, argumentation, WAC, assignment
23. Graham, Joan. (1992). Writing components, writing adjuncts, writing links. In McLeod, Susan H.; Margot Soven (Eds.), Writing across the curriculum: A guide to developing programs; Newbury Park, CA: Sage [ERIC Document Reproduction Service, ED 350 622] (pp. 110-133).
Annotation: In this wide ranging chapter, Joan Graham discusses the pedagogical opportunities and practical considerations of linked (or 'integrated') writing courses. Graham describes the design 'components' of several programs, focusing on those at major institutions that link writing courses to large lectures. With these programs as a backdrop, she traces the 'assumptions and pitfalls of integrated writing programs,' summarizes the key features of programs flourishing at the time of her writing, and poses considerations for training teachers in these programs. Graham then turns to discussing scheduling and publicity concerns for the courses and reflects on the influences that writing links may have on disciplinary lectures, as well as the influence such programs and courses may have on traditional composition courses. Peppered with useful pedagogical and programmatic insights--for instance, 'what students learn in a given component, adjunct, or link is obviously in some ways context bound--one does not learn to write once and for all, and generic ‘good writing’ is a problematic concept' (126)--this chapter is useful for those interested in the pedagogical philosophies and models of linked courses that flourished in the late 80's and early 90's. Graham presents a picture of the linked writing course as a major contribution to the evolution of student-centered teaching and engaged learning in the large research university. [Michelle LaFrance, Linked Writing Course; WPA-CompPile Research Bibliographies, No. 14]
Keywords: WAC, program, change, implementation, linked, interdisciplinary, teaching-assistant, University of California, Los Angeles, University of California, San Diego, University of California, Santa Barbara, University of North Carolina, University of Washington
24. Green, C. S., III; H. G. Klug. (1990). Teaching critical thinking and writing through debates: An experimental evaluation. Teaching Sociology 18.4, 462-471.
Annotation: Action research that addresses the issue of providing high quality instruction and feedback in large introductory level classes. Green and Klug explore several methods to find one by which students improve writing and critical thinking abilities, increase class participation and interest, and better learn the course content. Additionally, Green and Klug sought a method that avoided making ""the grading load...simply too high"" (462). They investigated classroom debate as a way to achieve their goals. Students in the experimental groups participated in debates regarding course material and the control group received instruction by lecture with some class discussion. Those in the control groups were randomly assigned their debate topics, including whether they would take the pro or con side to the issues. Results were measured through various means for each of their goals. The experimental groups showed significant improvement in student performance on multiple choice exams covering course material, rate of enthusiastic class participation, and students’ positive evaluations of instructors, as well as modest gains in writing and critical thinking skills. Students wrote papers collaboratively with their debate teams, creating only a small number of essays to grade rather than 50 - 75 individual papers. Green and Klug end by citing their study's limitations which include issues of sample size and randomness, and also address ethical issues of teaching critical thinking. They call for larger studies to better determine the effects of debate as a pedagogical tool in large introductory courses. (June W. Hurt)
Keywords: WAC, sociology-course, critical-thinking, debate, gain, data, experimental
25. Hallet, Rhonda. (1997). Promoting language skills through collaboration between content lecturers and language specialists. In Golebiowsky, Zofia; Helen Borland (Eds.), Academic communication across disciplines and cultures: Selected proceedings of the National Conference on Teritary Literacy: Research and Practice (Vol. 2); Melbourne, Australia: Victorial University of Technology Press (pp. 88-102).
Keywords: WAC, teacher-cooperation, pedagogy, lecturer, content-course, ESL specialist