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 the Disciplines
Your search found 390 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
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
3. Abt-Perkins, Dawn; Gian Pagnucci. (1993). From tourist to storyteller: Reading and writing science. In Tchudi, Stephen (Ed.), The astonishing curriculum: Integrating science and humanities through language; Urbana, IL: National Council of Teachers of English [ERIC Document Reproduction Service, ED 359 538] (pp. 99-111).
Keywords: WAC, pedagogy, science, humanities, reading, narrative, tourism, story-telling
4. 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
5. Agutter, Paul S. (1987). Precision testing: A method for improving students' written work in biochemistry. Journal of Biological Education 13, 25-31.
Keywords: biology-course, biochemistry, WAC, pedagogy, data, science, terminology, precision testing, data, improvement, reading-skill
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. Allen, George J. (1984). Using a personalized system of instruction to improve the writing skills of undergraduates. Teaching of Psychology 11.2, 95-98.
Keywords: psychology-course, write-to-learn, WAC, style, clarity, drop-out, persistence, paper-load, improvement, undergraduate
8. Allenspach, Dee; Sandra Laurenson; Robin White; Ohio State University, Vocational Instructional Materials Laboratory. (1996). Alternative assessment: A family and consumer sciences teacher's tool kit. ERIC Document Reproduction Service, ED 402 434.
Keywords: assessment, alternative, kit, teacher-strategy, WAC, school, family-sciences, consumer-sciences
9. Alpert, Bernard. (1964). The impact of written advocacy on one's own opinion concerning a conflict situation: An experiment with business, military, and student groups [doctoral thesis]. Seattle, WA: University of Washington.
Keywords: conflict, advocacy, persuasion, impact, business, student group, military group, opinion-change
10. Ambron, Joanna. (1991). Conceptual learning and writing in the sciences. Teaching English in the Two-Year College 18.2, 114-120.
Keywords: clustering, pre-writing, multicultural, science-course, creativity, confidence, WAC, two-year
11. 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
12. 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
13. Andrews, Deborah. (2003). Panel 1 Summary: What Leadership, Goals, and Policies Can Ensure That Students Communicate Well in Multicultural Environments and International Commerce?. Language and Learning Across the Disciplines, 6(3)
, 16-18. https://doi.org/10.37514/LLD-J.2003.6.3.04
Annotation: A panel discussion addressing communication in multi-cultural environments. Panelists include Rebecca Burnett, Daniel Chavez, Jonathan Monroe, Neal Lane, and Carol Geary Schneider.
Keywords: WAC, WID, writing across the curriculum, leadership, multicultural, intercultural, commerce, business, intercultural
14. Anonymous. (1991). Journal publishes research by high school science students. Composition Chronicle Newsletter 04.2, 8.
Keywords: student publishing, high-school, science-course, WAC
15. Anson, Chris M. (2002). Shobhna's pronouncements. In Anson, Christopher M. (Ed.), The WAC casebook: Scenes for faculty reflection and program development; New York: Oxford University Press (pp. 116-120).
Keywords: teacher-training, WAC, scenario, dialect, standard written English, food-science-course
Annotation: Implementation of communication-across-the-curriculum initiatives has outpaced their systematic assessment, leaving many stakeholders wondering whether faculty and students are benefiting from the emphasis on writing, speaking, and other communicative media in discipline-based courses and curricula. Increasing interest in assessment, however, has generated questions about which methods can best gauge the influence of CAC programs and activities on students' performance, faculty involvement, and curricular change. This essay describes a departmentally-based methodology for the formative assessment of CAC programs within academic disciplines. This methodology--the departmental profile--involves creating a status report of communication activities based on identified communication outcomes. Drawing on one departmental profile to illustrate this process, we explore ways in which the method can map a department's progress toward CAC implementation and thereby reinvigorate its attention to CAC as a sustained element of its teaching mission. [Authors' abstract]
Keywords: assessment, WAC, formative, program-validation, CAC, profiling, departmental rop, data, local assessment
17. 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
18. 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
Annotation: Argues for interdisciplinary dialogue, particularly between poetry and mathematics, and describes the efficacy of integrating poetry exercises in a college mathematics class. Explores how poetry enhances students' discipline-specific comprehension and self-esteem in math. Posits that the study of mathematical nomenclature necessitates an aesthetic, linguistic practice: poetry. Examines what affects math performance; chronicles math students' discipline-specific writing developments; underscores the importance of poetry as an epistemological tool that yields a clearer conception of mathematical applications; and concludes that the inclusion of poetry is not incongruous to mathematics. [Blaise Bennardo]
Keywords: WAC, mathematics-course, poetry, creativity, pedagogy, poetry-writing, calculus, student-confidence, survey, student-opinion, metaphoric, disciplinary, epistemological, poetry
20. Bailey, Richard A.; Cheryl Geisler. (1991). An approach to improving communication skills in a laboratory setting. Journal of Chemical Education 68, 150-152.
Keywords: WAC, science-course, chemistry-course, Rensselaer Polytechnic Institute, graduate student, consultancy
21. Barrett, Edward. (1993). Collaboration in the electronic classroom. Technology Review 96.2, 50-55.
Keywords: education-course, computer-classroom, MIT, networked, Networked Educational Online System, science-writing, engineering-course, WAC, collaboration
22. Barua, Dibakar. (1986). From self to world: An exploratory approach to writing across the curriculum. ERIC Document Reproduction Service, ED 286 208.
Keywords: science-course, WAC, assignment, sequence, pedagogy, write-to-learn, self-evaluation, idea-elaboration
23. Basgier, Christopher & Simpson, Amber. (2020). Reflecting on the past, reconstructing the future: Faculty members’ threshold concepts for teaching writing in the disciplines. Across the Disciplines, 17(1-2)
, 6-25. https://doi.org/10.37514/ATD-J.2020.17.1-2.02
Annotation: Besgier and Simpson’s qualitative study brings phenomenological research methodologies (i.e., categorizing the phenomenon of varying experiences) to the study of cross-disciplinary, process-based thinking about threshold concepts for the teaching of writing specific to--not generalizable across--disciplines and experiences (e.g., disposition, prior knowledge, novice/expert, self-identification, training). Primary findings are listed below; however, the purpose for this work, as articulated in the article, is to provide a reproducible method for mapping faculty thinking about writing instruction. The authors take as their corpus reflective narratives (oral and written) from 95 participants located in thirteen colleges across Auburn University, from which they categorize, code, and interpret participants’ individual and epistemic thinking about threshold concepts for writing instruction into narrative types. Though preliminary, Besgier and Simpson’s findings provide two significant interpretations for consideration in WAC/WID scholarship: 1) local and disciplinary dimensions are critical to understanding cross-disciplinary perceptions of threshold concepts for teaching writing, but those dimensions are incomplete if variation in experience is not also incorporated into research studies; and, 2) cross-disciplinary conceptions of writing instruction are not always in direct alignment with threshold concepts for the study of writing.
Keywords: phenomenology, WAC/WID, threshold concepts, writing instruction
24. Bateman, David N. (1975). Corporate communications of advocacy: Practical perspectives and procedures. Journal of Business Communication 13.1, 3-11.
Keywords: business-communication, corporation, advocacy, workforce, public, best-practices, program, guidelines
25. Battista, Joseph Rocco. (1981). The effects of a triad method of teaching on the attitudes of twelfth graders toward a business English course [doctoral thesis]. University Park, PA: Pennsylvania State University.
Keywords: WAC, high-school, triad, pedagogy, data, G12, bizcom