WAC and Second-Language Writing Bibliography

This page displays sources that address WAC and Second-Language Writing. If you have any comments or suggestions about the bibliography, please contact WAC and Second-Language Writers Resources editor Kendon Kurzer at kckurzer@ucdavis.edu.

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

Keywords: ESL, WAC, academic, acculturation, nursing-course, teacher-opinion

Keywords: WAC, L2-requirement, L2 proficiency, testing, French literature-course, journal-writing, freewriting, pedagogy, integrated, language proficiency, proficiency

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,

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

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

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

Keywords: ESL, ESP, technical-communication, academic, engineering-course, WAC

Keywords: ESP, ESL, academic, engineering, WAC

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

Keywords: computer, ESL, mathematics-course, basic, WAC, tutorial, email, in-service, faculty-workshop, Curricula Network Project [New Jersey], two-year, process

Keywords: global, international, WAC

Keywords: John Bean, WAC, history, assessment, pedagogy, Engaging Ideas, international, pioneer

Keywords: discourse-community, WAC, ESL, evaluation, teacher-student, MX, error

Keywords: WAC, L1-L2, English-Japanese, write-to-learn, think-aloud, protocol-analysis, interview, data, explicit teaching, immersion, learner-strategy

Keywords: WAC, ESL, program-design, future, teacher-cooperation

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. [http://wac.colostate.edu/aw/articles/matsuda_jablonski2000.htm] 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. [http://wac.colostate.edu/aw/forums/fall2001/participants.htm] 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. [WAC Clearinghouse]

Keywords: wac, esl, L2, ESL, l1-l2

Keywords: science-course, engineering-course, WAC, ESL, LEP, University of Texas, text-analysis, taxonomy, genre, laboratory-report, textbook, summary-writing, paraphrase, natural-science, implication

Considering the increasingly rapid turnover of knowledge and the growing need for multi-functional writing skills for successful knowledge management, including reflective practice and lifelong self-directed learning, the attitude that writing is more of an innate than learned skill has started to change, albeit too slowly. In this article, I will analyze the preconditions for a faster change regarding the redefinition of writing in higher education, on the level of the individual learner and instructor as well as within the frameworks of curriculum and institution. Based on this analysis, I will suggest a model for how to adapt the basic ideas of U.S. writing across the curriculum (WAC) in Germany.

Keywords: WAC, WID, writing across the curriculum, global, international, wcenter, Freiburg, Germany

Keywords: survey, WAC, task, assignment, ESL, undergraduate, graduate, data, taxonomy, requirement, undergraduate

Keywords: bizcom, business Spanish, L1-L2, English-Spanish, letter-writing, write-to-learn, University of Toledo [Ohio], WAC, contrast-group, gain, data

Keywords: high-school, ESL, WAC, Canada, geography-course, history-course, science-course

Keywords: teacher-training, journal-writing, WAC, dialogue journal, University of Ottawa, L2-teaching, content-analysis

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

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

Keywords: ESL, WAC

Perspectives on Writing series, Susan H. McLeod (Ed.)

Keywords: WAC, ESL, inclusion

Keywords: ESL, two-year, WAC, scaffolding, skill-level, education-course

Keywords: ESL, Australia, Queensland Conservatorium of Music, WAC, data, mainstreaming

From the perspective of a writing program director functioning within an American-style post-secondary institution in the Balkans, WAC is a 'global' phenomenon in that it has transcended the national boundaries of its origin. In discussing our local instance of the globalization of WAC, we would like to examine the nature of the interdependencies between WAC shareholders as well as explicate who the actors in this realpolitic scenario are and how policy changes have (or have not) affected the educational climate at AUBG.

Keywords: WAC, WID, writing across the curriculum, Bulgaria, global, international

Keywords: wcenter, international, global, case-analysis, case analysis, case study, analysis of cases, British, WAC, writing across the curriculum, WID, writing in disciplines

Keywords: ESL, needs-analysis, review-of-scholarship, acquisition, audience-awareness, collaborative, sheltered, WAC

Keywords: WAC, ESL, needs-analysis, acquisition, mainstreaming, sheltered courses, retraining

Keywords: ESL, WAC, academic, acculturation, sociology-course, teacher-opinion, classroom, discussion

Keywords: L2, English-Spanish, write-to-learn, WAC, poetry-writing, sample, pedagogy, cognitive, skill, interpretive

Keywords: WAC, WID, France, review-of-scholarship, international

Keywords: WAC, teacher-manual, guidelines, critical-thinking, assignment-design, response, evaluation, ESL, peer-evaluation, group, intensive, teaching fellow, block, plagiarism, handbook, FYC, requirement

Keywords: WAC, international, Africa, Kenya, speak-write, orality, pedagogy

Keywords: location, place, politics, pedagogy, process, English-profession, social process, postprocess, theory, FYC, WC, WAC, ESL, service-learning, literacy, community, technology, online, cultural studies, literacy, resistance, desire, CCCC, historical studies, case study, anecdote, language, semiotics, course-design

Keywords: pre-post, ESL, EFL, Egyptian, history-program, WAC, contrast-group, journal-writing, dialogue journal, speak-write

This is a story of WAC efforts that are indelibly marked by national differences in higher education and institutional structures which account not only for differing statuses for WAC efforts in our respective countries, but also for, surprisingly, different conceptions about writing itself and its function in higher education.

Keywords: WAC, WID, writing across the curriculum, global, international, England, literacy

This article explores the unique context of WAC in New Zealand Universities.

Keywords: WAC, WID, writing across the curriculum, New Zealand, global, international

Keywords: WAC, L2-department, L2-course, write-to-learn

Keywords: basic, pedagogy, pedagogy, underprepared, WAC, University of North Carolina Charlotte, philosophy-course, ESL, African-Am, social-class, class-conflict, community, John Dewey, evaluation, grading, gradualism, student-motivation, racism, student-resistance, change, transformative, student-story

Keywords: ESL, WAC, academic, acculturation, philosophy-course, teacher-opinion

Keywords: WAC, social-studies-course, international, transformative, social, whole-language, social action, social

Keywords: WAC, language-course, L2, syllabus, text-editing, journal-writing

Keywords: ESL, scaffolding, pedagogy, talk-write, WAC, listening, academic, mainstreaming

Keywords: mathematical, curriculum, ESL, Maharishi International University , speak-write, WAC, integrated, undergraduate

Keywords: ESL, pedagogy, unprepared, guidelines, WAC, mainstreaming, multilingual, academic-success

Keywords: spelling, ESL, EFL, Kuwait, Arabic-English, self-evaluation, accuracy, data, pedagogy, implication, accuracy, self-perception, self-efficacy

Keywords: survey, WAC, academic, task, assignment, data, ESL, research-report

Drawing from data depicting the fast rise of linguistically diverse students in k-12 and in higher education, as well as the trend toward globalization in the workplace, Hall calls for WAC administrators to prepare for this 'New America' by shifting faculty development programming to be inclusive of second language writing. Hall provides areas of L2 writing research useful to WAC administrators for educating themselves on working with L2 writers as well as enrich faculty development programming to be inclusive of L2 writing issues. [Michelle Cox, WAC/WID and Second Language Writers (Part 1: WAC/WID Administrative Issues and L2 Writers), WPA-CompPile Research Bibliographies, No. 8]

Keywords: WAC, pedagogy, transformative, multilingual, WID, diversity, ESL, data, teacher-growth, identity, majority

Keywords: ESL, WAC, FYC, Education and Language Background (ELB) survey

Keywords: WAC, teacher-cooperation, pedagogy, lecturer, content-course, ESL specialist

Keywords: pre-post, questionnaire, student-opinion, faculty-opinion, course-grade, data, ESL, adult-ed, WAC, Hostos Community College, CUNY, tutorial, contrast-group, model-essay, tutoring, tutorial

Keywords: WAC, gain, data, contrast-group, two-year, Hostos Community College (SUNY), ESL, focus group, tutoring, contrast-group, grades, gain, data, persistence, drop-out, persistence, ancillary, principle

Keywords: talk-write, expressive, ESL, adult-ed, WAC, write-to-learn

Hirsh and DeLuca research the effectiveness of writing-to-learn pedagogies in a writing-intensive section of an Introductions to Humanities course taught in Spanish as part of a bilingual program. Hirsh and DeLuca argue that for L2 students, writing-to-learn in their first language enables them to create meaning and further understand course material, a benefit of WAC not always available to L2 writers when faculty insist on the use of English even in low-stakes writing activities. [Michelle Cox, WAC/WID and Second Language Writers (Part 1: WAC/WID Administrative Issues and L2 Writers), WPA-CompPile Research Bibliographies, No. 8]

Keywords: WAC, WID, WAC, L2, urban, write-to-learn, bilingual, Spanish-English, ESL, urban

Keywords: L2, computer-use, pedagogy, WAC, CAC, case-study, ethnographic, ESL, read-write, literacy, data

Keywords: ESL, WAC, Asian, native-nonnative, discussion, classroom, resistance, immigration

Keywords: ESL, survey, faculty, assignment, WAC, task, academic

Keywords: ESL, WAC, science-course, basic-skills, pedagogy, improvement, data

Janopoulos examines the additional pressure WAC programs may place on L2 writers to write at the same level as their native English speaking (NES) peers, especially through Writing Proficiency Exams. He reviews the literature on L2 writing assessment, and concludes that L2 writers will not perform as well as NES writers when the assessment is based on NES writing standards, and then examines the types of support currently available to L2 writers. Based on these findings, Janopoulos argues that L2 writers need more opportunities for writing across the curriculum, more experiences writing 'for a wide range of purposes and audiences' (48), and more mentoring from faculty across the curriculum on their writing. He then recommends additional institutional support for L2 writers, in the form of faculty development specific to L2 writing, staffing of writing centers with tutors trained in L2 writing, and funding for research on L2 writing. [Michelle Cox, WAC/WID and Second Language Writers (Part 1: WAC/WID Administrative Issues and L2 Writers), WPA-CompPile Research Bibliographies, No. 8]

Keywords: ESL, WAC, testing, proficiency, data, administrating, WPA, proficiency

Keywords: WAC, assignment, historiography, term-paper, advanced, L2, English-German, upper-division

Keywords: evaluation, ESL, WAC, case-study, political-science, criteria, read-write, interview, portfolio, implication

Johns uses a case study approach to examine why a L2 student writing successfully in upper-level courses in the major would repeatedly fail a writing proficiency exam. Through interviews with a L2 science student, comparison of the student's writing in response to the writing exam prompt and to a biology assignment, analysis of the writing instruction the student received within composition courses and courses across the curriculum, Johns presents a portrait of a system gone awry and opens questions on the ethics of administering writing proficiency exams to L2 students. [Michelle Cox, WAC/WID and Second Language Writers (Part 1: WAC/WID Administrative Issues and L2 Writers), WPA-CompPile Research Bibliographies, No. 8]

Keywords: WAC, ESL, administrating, WPA, assessment, testing, proficiency, case-study, science-major, competency, student-frustration

In this landmark chapter, Johns provides WAC administrators with an overview of the research on second language writers, covering such issues as differences between permanent resident L2 students and visa-holding L2 students; second language acquisition; error; and contrastive rhetoric. She then provides approaches for analyzing how and where L2 students are taught to write in a university as well as provides suggestions for better supporting L2 writers across the curriculum though faculty development, particularly in relation to understanding the writing development of L2 students, understanding and dealing with sentence-level errors in L2 writers' texts, and the cultural complexities of plagiarism. [Michelle Cox, WAC/WID and Second Language Writers (Part 1: WAC/WID Administrative Issues and L2 Writers), WPA-CompPile Research Bibliographies, No. 8]

Keywords: WAC, ESL, program, needs-analysis, change, diversity, WPA, administrating

Keywords: ESL, WAC, cultural, classroom, discussion, group dynamic, interaction, norms, oral-communication

Keywords: ESL, EAP, academic, ethnographic, WAC, content-based, pedagogy

Keywords: ESL, WAC, academic, acculturation, Japanese-English, philosophy-course, sociology-course, literature-course, student-story

Keywords: international, ESL, academic, WAC, interdisciplinary, pedagogy, Expert Centre on Language, Communication and Education (ETOC), Netherlands, international student, pedagogy

Keywords: gen-ed, WAC, literacy, academic, ESL, team-teaching, interdisciplinary, assignment, process

Taking language management as its initial perspective, this paper examines some of the sorts of linguistic problems that second language writers of English face when contributing to scholarly journals and some of the issues that editors face when working with authors on those problems. Some ethical questions implicit in editing non-native speaker texts are explored. [authors' abstract]

Keywords: ESL, scholarly-writing, editing, ethical, language management, WAC, text-analysis, EAP, editing

Keywords: two-year, film, academic, ESL, WAC, interdisciplinary, visual, imagery

Keywords: ESL, Japanese-English, WAC, global issues, geography

Keywords: ESL, Japanese-English, global issues, WAC

Keywords: inquiry-based, L2-course, foreign language, pedagogy, WAC

Keywords: school-college, articulation, teacher-dialogue, collaboration, L2-course, L2-English, WAC, liberal arts college

Keywords: ESL, WAC, academic, acculturation, discourse-community, insider-outsider, marginality, academic-discourse

Keywords: multilingual, ESL, WAC, cross-cultural, lingua franca, international

Keywords: WAC, ESL, student-opinion, needs-analysis, cultural, talk-write, vocabulary, skill-level, international student

In this landmark study--one of the first articles to present case study research on L2 students writing in courses outside of composition and ESL courses--Leki presents data from case studies of five visa-holding second language students in their first semester at a US university, analyzing the strategies these students use to write successfully in their courses. Leki categorizes the strategies, and discusses how the students used or adapted strategies they gained as writers and students in their first languages. The article concludes with a call for more case study research of L2 writers writing in courses across the curriculum. [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: ESL, coping, learner-strategy, WAC, task, ethnographic, data, coping

This important study focuses on how L2 students fare during group projects when in groups with L1 students. Drawing on data from a 5-year study of 6 L2 students, Leki examines the experiences of these students participating in group work across 54 courses, with 17 of these group work experiences resulting in evaluated projects. The case study students all reported having positive experiences with group work as students in their home countries, but negative experiences in the US university, due largely to their L1 peers' lack of confidence in L2 students' ability to make meaningful contributions to group work. Leki shares field notes on group dynamics (including transcript excepts of group conversations), interview material from the L2 case study participants, and an analysis on why these groups did not have the learning outcomes hoped for by the faculty, drawing on theories of power and language. The article ends with a call for ESL specialists to educate faculty across the curriculum on power, language, and culture, with the goal of working to create more equitable learning environments for L2 students across the curriculum. [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: L2, group, data, case-study, longitudinal, student-opinion, data, native-nonnative, dynamic, ESL, WAC

Article for LiCS special issue The New Activism: Composition, Literacy Studies, and Politics.

Keywords: Translingual, self-efficacy, international, globalization, ethnicity, transnational, resistance, protest

Keywords: discipline-metaphor, L2, WAC, marginalization, ESL, interdisciplinary, metaphoric, mutuality, mutuality, transformative

In this landmark essay, Matsuda and Jablonski argue that the metaphor often used in WAC that characterizes all students as second language students when writing in unfamiliar discourses renders ESL writers invisible in WAC programs and elides the additional challenges ESL students have when writing across the curriculum. Matsuda and Jablonski call for a rethinking of this metaphor as well as increased collaboration between WAC and ESL specialists. [Michelle Cox, WAC/WID and Second Language Writers (Part 1: WAC/WID Administrative Issues and L2 Writers), WPA-CompPile Research Bibliographies, No. 8]

Keywords: L2, L1-L2, ESL, WAC, WID, metaphor, pedagogy, pedagogy, metaphoric, mutuality, transformative, model, mutuality, transformative

Keywords: native-nonnative, ESL, listening, speak-write, ESL, WAC, vocabulary

Keywords: ESL, adult-ed, postgraduate, WAC

Keywords: WAC, future, change, teaching fellow, communication, technology, assignment-design, cultural lag, administration, assessment, democritization, internationalization, abroad

Keywords: WPA, administrator role, history, review-of-scholarship, bibliography, curriculum, FYC, ESL, WAC, advanced, pedagogy, basic

Keywords: ESL, research-review, postgraduate, engineering, WAC, EAP, pedagogy, familiarity

Keywords: La Salle University, WAC, L2, assignment, note-taking, job-application, letter-writing, essay, pedagogy

Keywords: WAC, engineering-course, ESL, techcom

Keywords: ESL, WAC, academic, acculturation, student-opinion, Spanish-English, first-year seminar, literature-course, chemistry-course, biology-course, student-story

Keywords: ESL, professional-organization, advocacy, change

Keywords: ESL, WAC, peer-evaluation, cultural, interpersonal, diversity, cultural, individualism-collectivism, face, interaction, service-learning, oral-communication

Keywords: ESL, WAC, academic, acculturation, teacher-opinion, voice, Asian-American-studies-course, persistence, pedagogy

Ragnild Nilsen reports on a collaboration in a first-year course taught jointly by faculty from Tromso University College and the University of Tromso. He analyzes differences in the instructional goals of the participants in the course, and reflects on the extent to which 'deep-seated professional disagreement was allowed to affect the course throughout without being properly dealt with.' (Published February 15, 2007) [WAC Clearinghouse]

Keywords: FYC, WAC, international, health-science, instructional, innovation, rupture, innovation

Keywords: ESL, WAC, content-area, cognitive, strategy, integrated

Keywords: ESL, Hmong-English, refugee, apprehension, anxiety, depression, psychology, self-efficacy, acquisition, women, elderly

Keywords: ESL, advanced, survey, WAC, needs-analysis

Keywords: ESL, WAC, mathematics-course, authorship

Keywords: ESL, ESP, technical-communication, WAC, simulation, collaboration, political-science-course, sociology-course

Keywords: collaboration, simulation, pedagogy, WAC, political-science-course, sociology-course, ESP, ESL

Keywords: L2, German, acquisition, German-course, write-to-learn, pedagogy, WAC

Keywords: ESL, academic, WAC, content-area, textbook, pedagogy, coping

Keywords: genre, WAC, pedagogy, humanities-course, ESL, argumentation

Keywords: WAC and Second Language Writers, edited by Zawacki and Cox; L2; WID; WAC; multilingual; transnational; world Englishes

Keywords: talk-write, oral-presentation, rhetorical, invention, audience, argumentation, group, role switching, peer questioning, forensic, grammar, ESL, WAC, guidelines, Project Synapse, handbook

Keywords: genre-analysis, international, contrastive, academic literacy, WAC, definition

Keywords: ESL, Chinese-English, case-study, acquisition, invention, arrangement, elaboration, wcenter, data, anthropology, major, WAC, style

Keywords: economics-course, WAC, ESL, political-science-course, law-course, examination, authentic assessment

Keywords: computer, WAC, University of Rhode Island, emai, global, teacher-opinion, email, international

Keywords: ESL, WAC, academic, acculturation, teacher-opinion, anthropology-course, multicultural, multilingual

Keywords: ESL, nonnative, WAC, pedagogy

Sills notes that paired courses assist students in becoming aware of the 'connections among ideas and issues across disciplinary boundaries, and [helps] them gain intellectual sophistication by confronting and assessing multiple perspectives' (p. 61). She discusses the linkage between an English Composition course and Introduction to Sociology, where 'the professors were free to design two separate but related courses that would serve the goals of both the English and sociology departments' (p. 61). In this link, 'we focused on interpreting and communicating information as a component of the learning process,' Sills writes, 'accurate and effective use of language became a means of knowing sociology, rather than a separate exercise called 'writing'' (p. 62). Sills comments that paired courses require a larger time commitment from faculty and that the relationship between the two courses must be actively managed by both instructors. Working together, the two faculty members can find an appropriate balance for 'pacing, methodology, and goals' (p. 64).[Michelle LaFrance, Linked Writing Courses, WPA-CompPile Research Bibliographies, No. 14]

Keywords: Monmouth College [New Jersey], linked, FYC, EAP, ESL, learning-community, sociology-course, WAC, comparison, text-analysis, argumentation, student-attitude, faculty-commitment

Keywords: ESL, WAC, academic, acculturation, Chinese-English, write-to-learn

Experiences in using the adjunct model of language instruction, in which language courses are linked with content courses to better integrate the reading, writing, and study skills required of the two disciplines, are described. Although the program described includes both regular freshman English classes and English as a second language (ESL) courses, the focus here is on the link between two intermediate ESL courses taught at the University of California at Los Angeles and one of the four undergraduate content courses in the program, introductory psychology. Features of the adjunct model, such as its underlying philosophy and methodology, coordinated framework, selection and adaptation of materials, and the role of the language and content area instructors are analyzed and critiqued. Elements critical to successful implementation of the model are identified from these experiences, and causes of potential breakdowns are noted. Finally, the analysis demonstrates how the adjunct model meets the needs of academic ESL students. Applications of the adjunct model to other ESL populations and the match between the model and current theories of second language acquisition are discussed. [ERIC]

Keywords: ESL, ancillary, mainstreaming, content-based, WAC, UCLA, adjunct model

Keywords: L2, L2-course, pedagogy, WAC, pedagogy

Keywords: ESL, WAC, academic, acculturation, Yuko, Japanese-English, ethnographic, longitudinal, data, updating

Keywords: WAC, ESL, cultural, Arabic-English, Muslim, religion, difference, student-opinion, interview, transcript-analysis, respect

Keywords: ESL, WAC, academic, acculturation, literature-course, teacher-opinion

Keywords: world-Englishes, standards, international, cultural, ESL, pedagogy, WAC, variation

Keywords: ESL, WAC, academic, acculturation, Dominican Republic, Spanish-English

Keywords: WAC, political-science-course, international-relations-course, assignment

Keywords: WAC, WID, international, survey, networking, data

Keywords: interdisciplinarity, international, survey, WAC, WID, wcenter, data

The following statistics are derived from the more than 1300 responses (50% return rate) to the U.S./Canada survey undertaken by Tara Porter and Chris Thaiss as part of the International WAC/WID Mapping Project. The online survey itself is closed as of July 1, 2008. Statistical results based on earlier readings of the data have been reported at conferences in 2007 and 2008. Articles based on the survey data are scheduled to appear beginning in 2009. If you wish more information about these publications, please write to Chris Thaiss (cjthaiss@ucdavis.edu) or Tara Porter (tsporter@ucdavis.edu). If you do not know if your institution replied to this survey, please contact Tara Porter (tsporter@ucdavis.edu). As more statistics are derived from the complete data set, we will post them to this website, as appropriate. Please keep in mind that the following statistics represent the most minimal analysis of the data. We are posting them in this unanalyzed form at the request of those who have attended recent presentations. Our explanation of terms, methods, and materials and our interpretation of the data will occur in the planned articles and in future conference presentations. Meanwhile, if you have questions about the survey or the results you see here, please write to us. You will note the reference made to the 1987 survey by Susan McLeod and Susan Shirley. This is the only other large-scale survey of WAC/WID activity in the U.S. and Canada. Results were reported in: McLeod, Susan and Susan Shirley. "Appendix: National Survey of Writing Across the Curriculum Programs." McLeod, Susan. Strengthening Programs for Writing Across the Curriculum. San Francisco: Jossey-Bass, 1988. 103-130. [From website, accessed July 2008]

Keywords: WAC, WID, data, survey, mapping, international, United States, Canada, 'International Network of WAC Programs', INWAC, research, writing across the curriculum, writing in the disciplines , interactive

Research on Activity/Initiatives Worldwide Devoted to Student Writing in Disciplines Begun in 2006, this project aims to identify, compile, analyze, and facilitate activity and interest in writing in the disciplines in higher education around the world. We are interested both in first-language and English-language initiatives. We are also interested in graduate-level initiatives, but we pay primary attention to undergraduate, college-university activities focused in disciplines, as well as academic writing centers or similar services devoted to working with students and faculty/staff in and across disciplines. The Project is sponsored in part by the International Network of WAC Programs (INWAC). [From site, accessed July 2008]

Keywords: WAC, WID, data, survey, mapping, international, United States, Canada, 'International Network of WAC Programs', INWAC, research, writing across the curriculum, writing in the disciplines

Neill Thew and Magnus Gustafsson offer their reflections on the 2006 WAC Conference at Clemson University and offer suggestions for extending the impact of WAC in the U.S. and internationally. (Published April 1, 2007) [WAC Clearinghouse]

Keywords: WAC, WID, international

Keywords: Marty Townsend, scholar-story, scholar-autobiography, WAC, University of Missouri, funding, international, program-validation, feminization, pioneer

This essay describes research conducted at Nankai University, Tianjin, China, from June 25-30, 1999, the overarching question of which was 'In what ways is writing (composition) a part of the teaching and learning process at Nankai University, a well-respected, research-based institution?'

Keywords: WAC, WID, writing across the curriculum, China, Chinese, global, international, Nankai University

Keywords: data, gain, WAC, Skills Reinforcement, La Guardia Community College, two-year, student-centered, ESL, native-nonnative, sociology-course, oral-presentation, collaborative, narrative-log, vocabulary, academic, social-science, behavioral, implementation, integrated, learner-strategy, Puerto Rico, Latin America, social

Keywords: ESL, intensive, WAC, pedagogy

Keywords: wcenter, ESL, WAC, plagiarism, engineering, ESL, international, science-laboratory

Keywords: Taiwan, motivation, ESL, Chinese-English, self-efficacy, goal orientation, metacognition, high-school, G11

Keywords: legal-writing, ESL, syllabus, University of Malawi, letter-writing, advocacy, functional

Keywords: ESL, Arabic-English, text-analysis, WAC, history-course, essay-exam, final examination

This study analyzed 671 undergraduates at a small California university, hypothesizing that, due to lower test scores, ESL students would have a lower degree of self-efficacy than native speakers. The authors begin with extensive background information about students' help-seeking behaviors, citing cultural background and gender as factors in student perceptions of self-efficacy, and, consequently, the degree to which students engage in adaptive help-seeking behaviors. The study compared a variety of test scores with data regarding the cultural backgrounds of the students in order to examine correlations between student self-efficacy, student performance, and cultural differences in help seeking. The results showed that self-efficacy and help-seeking behavior were inversely related. Further, help-seeking was found to be the most important element in raising the scores of ESL students. [Jacob Clayton]

Keywords: help-seeking, self-efficacy, wcenter, persistence, grades, data, correlation, attendance, correlation, native-nonnative, NS-NNS, ESL

Keywords: portfolio, WAC, bizcom, international, evaluation, letter-writing, report-writing, diversity, audience-awareness, intercultural

Keywords: ESL, WAC, interdisciplinary, history-course, mathematics-course, high-school

In this qualitative study, 29 L2 students enrolled in writing-intensive courses in 16 majors as well as 16 faculty instructors of writing-intensive courses representing 10 majors were interviewed to assess student and faculty perceptions of writing and language support available to L2 students writing across the curriculum. The authors also examined journals kept by the student participants documenting their writing experiences in the WI courses as well as syllabi and writing assignments provided by the faculty participants. The authors found that faculty were largely focused on sentence-level issues in L2 student writing; felt that these students should have more ESL education before being admitted into WI courses; and penalized L2 writers and L1 writers equally for grammatical issues in writing. The authors then used this knowledge to design a series of faculty development workshops, to work individually with faculty teaching WI courses, and to provide additional resources, such as literature on WI teaching practices. Also addressed is the role of the writing center in supporting L2 writers in WI courses. [Michelle Cox, WAC/WID and Second Language Writers (Part 1: WAC/WID Administrative Issues and L2 Writers), WPA-CompPile Research Bibliographies, No. 8]

Keywords: ESL, bilingual, USA, WAC, program, Generation 1.5, administrating

Keywords: ESL, L2, WAC, multilingual, Europe

Keywords: WAC, ESL, faculty-workshop, retraining

Zamel presents interview and survey data of L2 student and faculty perspectives on L2 writers, action research motivated by requests by faculty for seminars and workshops on what they termed the 'ESL problem' at their institution. The faculty perspectives Zamel uncovers 'reveal divergent views on language, language development, and the role faculty see themselves playing in this development' (507). Zamel analyses the assumptions behind these views, and draws from 325 responses from first and second year L2 students on their perspectives on faculty, their experiences with faculty in relation to their writing, and what they need in order to learn and write more effectively. Zamel uses this data to argue that L2 students need'multiple opportunities to use language and write-to-learn, course work which draws on and values what students already know, classroom exchanges and assignments that promote the acquisition of unfamiliar language, concepts, and approaches to inquiry, evaluation that allows students to demonstrate genuine understanding' (519). This argument fits well with approaches to pedagogy already valued by WAC. [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: ESL, student-opinion, case-study, teacher-attitude, WAC

Keywords: ESL, WAC, academic, acculturation, student-opinion, teacher-opinion

This edited collection brings together the perspectives of L2 students, ESOL and composition researchers, and faculty in different disciplines on what it means for L2 students to write and learn through writing across the curriculum and into specific disciplines. The first section is devoted to case study research on undergraduate L2 students' experiences as they write across the curriculum; the second section features reflections by a L2 biology major and L2 sociology major on their writing and learning experiences in courses in their majors and across the curriculum; and the third section shares chapters written by faculty in anthropology, philosophy, nursing, literature, sociology, and Asian American studies on their attempts to address the needs of L2 writers in their classrooms. [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: ESL, skill-transfer, multilingual, WAC, academic, case-study, student-opinion, biology-major, sociology-major, pedagogy

Zawacki and Habib present data from interviews with 26 second language writers from across the curriculum on their experiences negotiating voice, identity, and writing as well as faculty representing 15 disciplines on their experiences and perspectives on second language writers. This study is part of a larger action research project run by a research team composed of WAC, writing center, and English Language Institute professionals, a project that has resulted in an institutional publication, Valuing Written Accents: Nonnative Students Talk about Identity, Academic Writing, and Meeting Teachers' Expectations, and website, Valuing Written Accents. This article focuses on student and teacher perspectives on originality, voice, fluency, accuracy, transfer, and reflection in L2 student writing. [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: interview, student-opinion, ESL, WAC, voice, identity, faculty-opinion, multilingual

Keywords: ESL, international, WAC, wcenter

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

Keywords: testing, Writing Proficiency Examination [University of Massachusetts-Boston], rising-junior, standards, K-12, pedagogy, prompt, topic, assessment, holistic, rater-training, New Jersey College Basic Skills Placement Test, ESL, analytic, assessment profile, profiling, British Council Proficiency Test of the English Language, portfolio, computer, teacher-training, ESL, contrastive, African-Am, NAEP, New Jersey High School Proficiency Test, WAC, content-area, basic, program-validation, nonacademic, cultural, China, large-scale, college-span [Temple University], cross-sectional, longitudinal, error, regression, gender-difference, national, NAEPgender-difference, high-school

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

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